Lesson Plans

Students learn to use who, which, that and where to describe jobs and workplaces, then write about a job they know.

Students practise have to for rules and should for advice in a visit to the doctor, then write advice to a sick friend.

Students practise verb + to-infinitive after decide, plan and hope to talk about big decisions, then write about one of their own.

Students learn to use can and could for ability and polite requests in a hotel, then write about a hotel stay.

Students practise some, any, much and many with food and countable and uncountable nouns, then write about a favourite recipe.

Students learn to use the present perfect with ever, already and just to talk about experiences, then write about their own experiences.

Students practise asking and answering questions in the past simple about holidays, then write an interview with a traveller.

Students practise verb + -ing after like, enjoy and hate to talk about technology, then write about how they use it.

Students learn to use be going to for plans and intentions about studying, then write their own learning plan for the year.

Students learn to use will and won't for predictions about the weather, then write a three-day forecast for their town.

Students learn to use might, may and probably to talk about possible plans and the weather, then write about next weekend.

Students learn to use the present continuous for future arrangements and appointments, then write a message about their plans for next week.

Students practise contrasting the present simple and present continuous to talk about housework and routines, then write about life at home.

Students practise imperatives and prepositions of place to give instructions around the home, then write a note for a house-sitter.

Students practise comparatives and superlatives to describe and compare places, then write a short comparison of two places they know.

Students practise must and mustn't to talk about rules and signs, then write the rules for a place they know.

Students learn to report messages with says and tells, practising texts, emails and calls, then write about their own messages.

Students practise forming questions to find out about a new flatmate, then write questions and answers for a flatmate interview.

Students learn to use the past continuous with while and when to tell a story, then write about a surprising night.

Students practise this, that, these and those while shopping for clothes, then write a conversation in a clothes shop.

Students practise word order with time phrases and frequency adverbs to talk about free time, then write about their own free time.

Students practise the past simple, including irregular verbs, to talk about trips and transport, then write about a journey they took.

Students learn to use used to for past habits and states to talk about childhood, then write about their own childhood.

Students practise possessive 's and pronouns like mine and yours to talk about belongings, then write an email to a lost property office.

Students learn to use to + verb to say why they go to places in town, then write about a busy Saturday.

Students use although and even though to contrast ideas about work, then write their opinion on a four-day working week.

Students choose between the present perfect and past simple to talk about life experiences, then write about things they have done and when.

Students use should have, could have and might have to talk about past mistakes, then write about a time when something went wrong.

Students use the present perfect continuous to talk about recent activities and their results, then write an email about a hobby or home project.

Students use the third conditional to talk about past decisions and regrets, then write about an important decision and what might have happened instead.

Students use the second conditional to give advice and talk about situations that aren't real, then write a reply to a friend facing a difficult decision.

Students practise zero and first conditionals to talk about technology and its results, then write advice for a friend with a new smartphone.

Students use question tags to check information and keep a conversation going while networking at a conference, then write a follow-up email to a new contact.

Students learn to report statements, questions and commands from interviews, then interview someone and write a short report of what they said.

Students use defining relative clauses with who, which, that and whose to describe people and jobs at work, then describe a workplace they know.

Students use the past perfect to talk about earlier events in travel stories, then write about a journey when something went wrong.

Students use used to and would to talk about past habits and how places have changed, then write about the neighbourhood where they grew up.

Students learn to use the passive to talk about famous inventions and discoveries, then write about the history of an everyday object.

Students use the future continuous to talk about what they'll be doing at times next week, ask polite questions about plans, and write an email arranging a meeting.

Students learn to use non-defining relative clauses to add information about towns and landmarks, then write a short guide to a town.

Students learn to use despite and in spite of to describe sporting comebacks, then write about someone who succeeded against the odds.

Students practise the future perfect to talk about career and life goals, then write a five-year plan for themselves.

Students practise all forms of the passive to describe changes at work, then write a short report for a newsletter.

Students practise wish and if only to talk about regrets and wishes about city living, then write a housing forum post.

Students learn to use it-cleft sentences to emphasise points when talking about films, then write a short review of a film or series.

Students practise must have, can't have and might have to work out what happened in travel mix-ups, then write a travel mystery.

Students practise the past perfect continuous to explain delays and travel problems, then write about a journey that went wrong.

Students learn to use so and such … that to describe extreme weather and its results, then write about memorable weather.

Students practise reported speech across all tenses using witness statements, then write a short news report about an incident.

Students practise mixed conditionals to talk about life choices and their results today, then write about a turning point in a life.

Students learn the subjunctive after verbs and phrases like insist and it is essential that, then write a formal notice announcing new rules.

Students learn inversion after negative adverbials like never and hardly for dramatic emphasis, then write an account of a journey that went badly wrong.

Students learn what-clefts to give emphasis when talking about advertising and campaigns, then write a paragraph about an advert they remember well.

Students learn fronting and emphatic structures, like gone are the days and such was, then write a feature article about a place that has changed.

Students learn ellipsis and substitution, like do so and that of, to avoid repetition, then write a review of a performance.