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. Focus students' attention on the instructions and emphasise students must read the quiz questions and try to answer them with the appropriate answer. Encourage the learners to justify their answers, thereby gaining more practise with the language.

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 the relevant information to help them answer the questions.

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 language.

1. Copy one handout for each pair of students, cut the worksheets in two and distribute them.

2. Get students attention as a whole group. Explain that the learners are going to do a pronunciation activity concerning past simple regular 'ED' endings. Working in pairs, the learners try to complete the words with the missing one or two letters. They then try to choose the appropriate sound that matches each 'ED' ending; /t/, /d/, /Id/. Drill these sounds before the activity so the learners are familiar with them. Allow the learners five to ten minutes to do the activity with their partner. Provide hints or tips when necessary.

3. When the learners have finished, elicit the the missing letters to make the sixteen words. Drill the words with the students as a whole group. Model the correct pronunciation and get students to repeat after you multiple times.

4. This activity can be done as a lead-in or at any time in the lesson to energise lethargic students. If done at the beginning, why not revisit it at the end to see if the students remember?

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' attentions on the instructions. The aim of the activity is for the learners to repeat the sentence in the box, whilst changing a part of the language using the twelve prompts below. The difficulty is that they should not return to the original sentence. Rather, keep each correction as they go. E.g. 'When I was young, I used to play in the park with my older sister'. Then, 'When I was a teenager, I used to play in the park with my older sister'. This continues until the twelfth example is finished.

4. Allow students around five to ten minutes to complete the chain of sentences.

5. Finally, elicit responses from some of the students and draw to their attention any appropriate vocabulary or serious language mistakes. As a follow up activity, have them come up with a new chain of twelve ideas, using the same categories of prompts as 1-12.

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, the learners work on their own to make questions to ask their partner using the prompts and the modal verbs provided. Demonstrate the writing stage by writing both A and B's question 1 on the board. Emphasise that you can use more than one modal verb for each question, with a difference in meaning. When the learners have written their questions, have them ask and answer these with their partner. Encourage the learner to expand on their answers.

4. Monitor the students speaking, 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' attentions on the instructions. The aim of this activity is for learners to practise using present modal verbs of obligation in the context of cultural norms and rules. For weaker classes, you can have the learners write in their ideas first, comparing their responses afterwards. For stronger groups, get the learners to discuss what they think is true in their own culture, by adding information that appropriately completes the gap.

4. Monitor the pairs of students, providing language input where necessary for students that are stuck or lacking examples.

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' attentions on the instructions. The learners use the key phrases and pictures to formulate offers and requests, e.g. Shall I get you a fork? or Could you get me a fork, please? If the learners are unfamiliar with the key vocabulary, have them work on that first before moving on to the offers.

4. Allow students around five to ten minutes to make an offer and request for each item. To develop their English, ask the learners to make replies to the offers and requests.

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' attentions on the instructions. The aim of this speaking activity is for learners to practise using present and past modal verbs of obligation together, by comparing the rules and regulations of their work with their school.

4. Allow students around ten minutes to discuss the similarities and differences between work and school. Provide language input and help as and when it is required.

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' attentions on the instructions. The learners work through the speaking and vocabulary activities with their partner.

4. Allow students around ten minutes to answer the questions. Provide prompts and hints when appropriate.

5. Finally, elicit responses from the students and get feedback to the language related questions. 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 sheets after the activity to ensure better pair work).

3. Focus students' attention on the instructions. The learners read the quotes from the individuals in the table and attempt to identify what type of organisation they work for. If the learners get stuck, encourage them to move on to the next description until they can piece together the answers correctly.

4. Monitor the pairs of students, providing language input where necessary for students that are stuck or lacking examples.

5. 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 vocabulary.

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' attentions on the instructions. The learners choose which speaking task to undertake, A or B. Allow them time to read the prompts for each and prepare what they are going to say. When the learners are ready to talk, get them to deliver their monologues to their partner, who should listen and ask questions afterwards.

4. Allow students around five to ten minutes for each monologue. Monitor and provide language input and task assistance when appropriate.

5. Finally, elicit responses from some of the students and draw to their attention any appropriate vocabulary or serious language mistakes.