1. Download the files suggested in the MED section and make copies for students. For the second activity, there are 20 cards on this worksheet so maybe you need to make three copies o even four so students have three opportunities to participate with different cards. CUt the cards beforehand and have them ready

2. In this session students are going to work with two specific tenses as review, the present simple, and the present continuous tense in order to help them ask questions and make descriptions.

3. Ask students to describe themselves by asking them, what their names are, how old they re, where they live, if they have brothers and/or sisters, etc.

4. Divide the students into pairs and give each pair a set of picture cards.

5. Tell the students to shuffle the cards and spread them out face down on the desk.

6. Explain that the students are going to play a pelmanism game where they take it in turns to turn over picture cards and make sentences in the present continuous about what's happening in the pictures.

7. The aim of the game is to find matching pairs of cards, so the students need to remember the position of the pictures to help them win the game.

8. The first student turns over a card and makes a sentence about the picture in the present continuous, e.g. 'He's riding a bicycle'. The student then turns over another card. If the activity on the second card matches with the first card, the student makes a present continuous sentence about the second picture, e.g. 'She's riding a bicycle'.

9. The student then keeps the pair of cards and has another turn. If the cards don't match, the student turns the two cards back over, keeping them in the same place. The other student then turns over a card and so on.

10. This continues until all the cards have been matched. The student with the most cards at the end of the game is the winner. Afterward, have the students show you their matching cards and make present continuous sentences to review their answers.

11. As an extension, have the pairs place all the cards face down and write present continuous sentences about the pictures. The pair who writes the most correct sentences is the winner.

12. Copy this conversation on the board and ask students to complete the conversation with two different choices.

13. Check answers and make corrections as needed.

14. All the students should stand up and be given one or  3 of the cue cards. Then, have two students model the exercise one more time – this time with different cue cards.

15. After they both have turned to be both the ‘A’ and ‘B’ students, have them exchange cards and continue with new classmates.

16. Monitor your learners carefully, and encourage interesting and creative ideas. For example, ‘I go to work at a restaurant because I want to buy a new car!”

1. Download the file for the first activity suggested in the MED section and make copies for students. There are 25 cards in this worksheet so consider the number of students you have in order to have everybody work with one or two cards. For the second activity, have the beam projector ready to show the activity. Remember that if you want to print this activity, you need to register to the page first.

2. Ask students to make a list of the everyday activities they do and review 'How often...?" and some of the frequency adverbs as well as needed.

3. Divide the class into two teams or more depending on your class time and the conditions of the classroom. Consider setting a minimum number of words per sentence (at least five; more words for a more challenging game) or only question sentences. E.g. “Do they go to school?

4. Have one student from each team come to the front of the class and randomly choose one card each.

5. The first student to write a grammatically correct sentence (using present simple) – without spelling mistakes – is awarded one point for their team.

6. The game continues as the remaining students take turns to come to the board.

7. Write on the board “TEACHER” and ask students to describe your job using the pattern ‘YOU_______.

8. Challenge students to give you as many descriptive sentences as they can think of. Then, read the definition by saying, “I-----, I------, etc. I am a teacher.”

9. Project the activity and use the first page for students to work individually.

10. Students need to read the job descriptions and guess what job that is. Draw students’ attention towards the pictures around the boxes with the descriptions and this time do not help with vocabulary.

11. Encourage students to use the clues in the description to guess what the job is.

12. Check answers with the class by reading some descriptions first, then have the students call out the job, and say the job and have students read the descriptions.

13. Discuss with students what clues made them guess correctly.

14. For homework, ask students to 5 five job descriptions different from the ones in the activity. Encourage students to use their own words, and do not copy definitions from a dictionary.