80 hours academnic guide for teaching english (a1 - c2 fce cae)

UWOTm8 1

DPD & AIZ 30/04/2011

PLANNING CURRICULUMKIDS/ADULTS 80 HOURS

Skills a r e d i v i d e d i n t o : Listening, Speaking, Reading, Writing. We inc l uded *Vocabulary and *Grammar. In every lesson Speaking and Listening are continuously used. Writing is always

at home. However we can focus our attention on them at certain points.

Lesson 1 Greetings and farewellSkill used SpeakingVocabulary/ Expressions

Hello, Hi, Greetings, How are you?, How are you doing? (colloq.), What’s up? (colloq.).

What’s your name?/ How old are you? Bye, Good bye, See you (later/soon/next day), Farewell. Feelings: (very/ a little bit) Good, bad, tired, fine, angry, hungry,

stressed, relaxed. Nationalities: Where are you from? / I’m from . Where do you live?/

I live in Descriptions: Tall, short, fat, thin, (blonde/ dark/ brown) hair,

(Light/Tan/Dark) skin, (curly, straight, wavy) hair, Class routines: What’s the date today? Date: Months / Days of the week / year (1990,2001) *How to say.

Lesson planWarm up

20’ Introduce yourself using some of the expressions and ask around the

questions. E.g. Hi, my name is what’s your name? I’m from . Where are you from? Etc.

Once they are familiar with them, copy them on the board so they can take notes.

Make them ask and find information from others.

Main part25’

Revise vocabulary about feelings. Revise the basic vocabulary of Months, Week days, years and the

question “What’s the date today?” Explain it’s going to be a routine every day.

Classwork15’

Make your students try to have a conversation looking at their notes ifnecessary.

Homework Composition, 100-120 words, introducing oneself (physically, personality,personal information). *We’ll see here how they know so far.

Lesson 2 Greetings and farewell (Revision)Skill used SpeakingVocabulary/Expressions

Hello, Hi, Greetings, How are you?, How are you doing? (colloq.),What’s up? (colloq.).

UWOTm8 2

DPD & AIZ 30/04/2011

What’s your name?/ How old are you? Bye, Good bye, See you (later/soon/next day), Farewell. Feelings: (very/ a little bit) Good, bad, tired, fine, angry, hungry,

stressed, relaxed. Nationalities: Where are you from? / I’m from . Where do you live?/

I live in Descriptions: Tall, short, fat, thin, (blonde/ dark/ brown) hair,

(light/Tan/Dark) skin, (curly, straight, wavy) hair, Class routines: What’s the date today? Date: Months / Days of the week / year (1990,2001) *How to say.

Lesson planWarm up

20’ Routine: Date Revise vocabulary about feelings. Revise the basic vocabulary of Months, Week days, years and the

question “What’s the date today?” *Write several dates on the board.

Main part25’

Ask around the different questions to revise them and their answers. Play the “Hot seat”. One student is at the front and the rest ask him/her

questions. Make them introduce themselves. Make them introduce a friend or family. Try to elicit what they know.*If they get stuck, create a character on the board, put different information about him/her and make them practice with that.

Classwork15’

Make your students try to have a conversation looking at their notes ifnecessary introducing one of their friends.

Homework Composition, 100-120 words, introducing a friend (physically, personality,personal information).

Lesson 3 Routines and habitsSkill used GrammarNew Vocabulary Routine actions: Wake up, get up, take off/put on clothes, get dressed,

have breakfast/lunch/dinner, eat/drink, brush my teeth, go to school, have maths/science/..., go to work, have a meeting, have a snack, go (back) home, have a shower/bath, watch TV, read a book, sit on the sofa, play, meet my friends, go to bed.

Frequency adverbs: Always, often, sometimes... Frequency expressions: Once/twice/three times a week/month/year.

Every_ , On Mondays and Tuesdays, How often do you....?Lesson plan

Warm up10’

Routines: Date and greetings (Review all the questions).

Main part40’

Show verb “to be” list ( I am, you are, He/she/it is...), affirmative,Negative and interrogative.

UWOTm8 3

DPD & AIZ 30/04/2011

Explain “PRESENT SIMPLE” structure (3rd person “s”, DO/DOES).*Get them familiar with the terms “Subject + Verb + complements”. Later choose one simple verb to create another list like the verb “to be” one. E.g. I run, you run, he/she/it runs. *Underline the -S.

Adding -S:1. Normal2. -ES-> When the verb finishes in -SS, -X, -SH, -CH and -O3. -Y-> Study-Studies (consonant before the -Y), Play-Plays (vowel before

the -Y) Uses:1. Routines2. States (permanent situations)3. Opinions and descriptions (nationalities, professions...).4. Universal truths.5. Timetables (future use).

Vocabulary for routines. Try to elicit from them, if not, tell them and copy on the board so they can copy and study. NEVER TRANSLATE Only explain with other words or gestures.

Classwork10’

Put the elements of a sentence in order and they have to put it in present simple affirmative, negative and interrogative.

Eg. Peter/run/a lot+ Peter runs a lot- Peter doesn’t run a lot? Does Peter run a lot?

Do it at least 4 times, make sure they got the idea.Homework Act 1. Put the following elements of the sentences in Present Simple

(+,-,?) *Invent 6 different combinations. Act 2. Composition: Introduce me one of your friends or family. (100

words min.) Act 3. Composition: What do you normally do on Mondays? (100 words

min.)

Lesson 4 Routines and habits (Revision)Skill used SpeakingVocabulary/ Expressions

Routine actions Descriptions and feelings Frequency adverbs and expressions. Ordering expressions: First, then, next...

Lesson planWarm up

10’ Routines: Date and greetings (Review all the questions). Revision: Adding -S. *Put verbs on the board and make them add the -S

UWOTm8 4

DPD & AIZ 30/04/2011

Ask questions about their routines and describing something.

Main part25’

Review the questions, play the HOT SEAT. Review the Routines. Make them explain what they normally do at

certain day or period. Review description skills.

Classwork15’

They have 5’ to create a list of what they do in a day they select. At least20 items. Then they have to explain orally.

They have 5’ to create a character with certain information and a little picture. Then they have to describe him or her.

Homework Act 1. Put the following elements of the sentences in Present Simple(+,-,?) *Invent 6 different combinations.

Act 2. Composition: Create a conversation between people who have just met. (100 words min.)

Act 3. Composition: What do you normally do at the weekend? (100words min.)

Lesson 5 Past actionsSkill used GrammarNew Vocabulary Routine actions, put them in past: Wake up, get up, take off/put on

clothes, get dressed, have breakfast/lunch/dinner, eat/drink, brush my teeth, go to school, have maths/science/..., go to work, have a meeting, have a snack, go (back) home, have a shower/bath, watch TV, read a book, sit on the sofa, play, meet my friends, go to bed.

Irregular verbs list (you should provide them with one)Lesson plan

Warm up10’

Routines: Date and greetings (Review all the questions).Conversation: What do you normally do on ?

Main part40’

Show verb “to be” list ( I was, you were, He/she/it was...), affirmative, negative and interrogative.

Explain “PAST SIMPLE” structure (-ED/ 2nd Column). Later choose two simple verbs to create other lists like the verb “to be” one. E.g. I ran, you ran, he/she/it ran.

Adding -ED1. Normal2. When it finishes in -E-> Dance - Danced3. When it finishes in -Y-> -Y-> Study-Studied (consonant before the -Y),

Play-Played (vowel before the -Y)4. When it finishes in CVC (consonant, vowel, consonant) and its stressed.

E.g. Stop-> Stopped and Open-> Opened

UWOTm8 5

DPD & AIZ 30/04/2011

Uses:1. Finished actions in the past.2. You indicate WHEN it happened.3. One action after another (P.Simple + P. Simple)4. Action in the middle of other action (P. Simple + P. Continuous).

Classwork10’

Put several verbs on the board and make students add -S (3rd person singular present) and -ED (regular past).

Put the elements of a sentence in order and they have to put it in present simple affirmative, negative and interrogative.

Eg. Peter/run/a lot+ Peter ran a lot- Peter didn’t run a lot? Did Peter run a lot?*Do it at least 4 times, make sure they got the idea.

Homework Act 1. Put the following elements of the sentences in Present Simple andPast Simple (+,-,?) *Invent 6 different combinations.

Act 2. Composition: What did you do last weekend?. (100 words min.) Act 3. Composition: How was your best summer? (100 words min.)

Lesson 6 Past actions (revision)Skill used Listening and speakingNew Vocabulary Daily routines

Holiday actions: go to the beach/swimming pool, swim in the sea/pool, travel to another city/country, visit monument/museum/family/friends.

Lesson planWarm up

15’ Routines: Date and greetings (Review all the questions). Conversation: What do you normally do on ? / What did you

do...? *You can use the Hot Seat Revision - Adding -S and -ED. *Put some verbs and make them add

that. Irregular verbs: Choose 6 different verbs randomly and write one of the

columns, they have to do the rest. E.g.Be was/were Been Ser o estar Begin Began Begun Empezar Etc. Until 6

Main part35’

Ask about holidays: Summer, Christmas... And ask about What they normally do those periods (Use present simple).

Then, ask them what they did last Summer or Christmas (Use PastSimple).

Classwork10’

Introducing songs: You will choose one song. Try it to be slow but notboring. They have to write down at least 40 words they listen.

UWOTm8 6

DPD & AIZ 30/04/2011

*The spelling is not important here. You’ll correct together on the board the words they could identify. When you finish look at the “lyric video” and sing together.

Homework Act 1. Put the following elements of the sentences in Present Simple andPast Simple (+,-,?) *Invent 6 different combinations.

Act 2. Composition: What did you do last Friday?. (100 words min.) Act 3. Create a conversation between two friends talking about their

Summer holidays (100 words min.)

Lesson 7 FutureSkill used GrammarNew Vocabulary Routine actions, put them in future: Wake up, get up, take off/put on

clothes, get dressed, have breakfast/lunch/dinner, eat/drink, brush my teeth, go to school, have maths/science/..., go to work, have a meeting, have a snack, go (back) home, have a shower/bath, watch TV, read a book, sit on the sofa, play, meet my friends, go to bed.

Time expressions: Later, tomorrow, the next day, the day after tomorrow,next Monday/Summer/year

Lesson planWarm up

10’Routines: Date and greetings (Review all the questions).Conversation: What do you normally do on ? / What did you do yesterday/last Friday? Irregular verbs: Put 6 verbs on the board, they should write down the 3

columns and the meaning in Spanish. Put around 10 verbs, make them add the -S and -ED

Main part40’

Explain “FUTURE SIMPLE” structure. Create a list with a verb as an example. *Make sure they know how to do with verb “to be”.

Uses:1. Spontaneous decision2. Opinion, hope, uncertainty about the future. *the word probably3. Promise4. Actions that can’t be influenced. *Universal truths, weather.5. 1st conditional.

Classwork10’

Put the elements of a sentence in order and they have to put it in FutureSimple- affirmative, negative and interrogative.

*Do it at least 4 times, make sure they got the idea.Homework Act 1. Put the following elements of the sentences in Present Simple,

Past Simple and future simple (+,-,?) *Invent 4 different combinations. Act 2. Composition: What will you do tomorrow? (100 words min.) Act 3. Composition: What do you want to be when you are older? (100

words min.)

UWOTm8 7

DPD & AIZ 30/04/2011

Lesson 8 Future (Revision)Skill used Speaking and listeningVocabulary/ Expressions

Routine actions. Some more actions: buy a car/house, Rent a car/a boat/a flat, Book a

room in a hotel/ a table in a restaurant, go to the cinema, watch a film. Time expressions: Later, tomorrow, the next day, the day after

tomorrow, next Monday/Summer/year Doubting: I think... I promise... Probably... I hope....

Lesson planWarm up

15’Routines: Date and greetings (Review all the questions).Conversation: What do you normally do on ? / What did you do yesterday/last Friday? *You can use the hot seat game. Irregular verbs: Put 6 verbs on the board, they should write down the 3


Main part35’

Spontaneous decision: Tell them different situations in which they need to answer with a decision. E.g. Teacher: I’m cold/ Student: I will close the window.

Talk about your thoughts for next weekend, what you want to do but you are not sure. Make students do the same using the vocabulary they know.

Add new actions (vocabulary).Classwork

10’Song *Try to find one using the future simple tense. 40 words.

Homework Act 1. Put the following elements of the sentences in Present Simple, Past Simple and future simple (+,-,?) *Invent 4 different combinations.

Act 2. Composition: Invent a conversation between two people talking about next weekend. Use Future Simple (100 words min.)

Act 3. Composition: Describe your favorite singer. First who and what he is like and the things he did to become famous. Use present simpleand past simple. (100 words min.) *Maybe they’ll need a little research.

Lesson 9 Continuous tenses (Present)Skill used GrammarVocabulary/ Expressions

Free time actions: Go for a walk/Ride, go cycling/sailing, ride a bike, walk the dog, feed the animals/ducks/pidgins..., play with friends/the dog...,

Time expressions: while, when, at this/that time, at the moment, now, today, nowadays

Lesson planWarm up Routines: Date and greetings (Review all the questions).

UWOTm8 8

DPD & AIZ 30/04/2011

15’ Conversation: What do you normally do on ? / What did you do yesterday/last Friday? *You can use the hot seat game. Irregular verbs: Put 6 verbs on the board, they should write down the 3


Main part35’

Focus their attention on continuous- We need the verb TO BE + Verb ending in -ING E.g. TO BE + V-ING -> I AM PLAYING

Show the structure on the board (+,-,?) Create a list with one random verb. Adding -ING:1. Normal2. Finishing in -E, loses the -E and add -ING -> Dance - Dancing3. Finishing in stressed CVC, doubles the last consonant-> Run - Run n ing4. Finishing in -Y, there’s no problem-> Study i n g , play i n g Uses:1. Actions at the moment2. Temporary actions3. Expressions: Now, at the moment, for now, for some time.

Classwork10’

Put the elements of a sentence in order and they have to put it in Present continuous- affirmative, negative and interrogative.

*Do it at least 4 times, make sure they got the idea.Show a picture of people in a park. What are they doing at the moment?

*Play the hot potato:Children have 3 points each. They have 30” to say as many actions as possible. When they say an action they can pass the ball. If they have the ball when the time finishes they lose one point.Homework Act 1. Put the following elements of the sentences in Present Simple,

Present continuous, Past Simple and future simple (+,-,?) *Invent 2 different combinations.

Act 2. Description: Give them a photo and they have to describe what’s happening (50 words min.)

Act 3. Composition: Give them a picture of a famous person providing his /her name. They need to describe the person, what’s happening in the photo and what he did to be famous (100 words min.) *Maybe they’llneed a little research.

Lesson 10 Continuous tenses (Present) RevisionSkill used SpeakingVocabulary/ Expressions

Free time actions: Go for a walk/Ride, go cycling/sailing, ride a bike, walk the dog, feed the animals/ducks/pidgins..., play with friends/the dog...,

Time expressions: while, when, at this/that time, at the moment, now,

UWOTm8 9

DPD & AIZ 30/04/2011

today, nowadays

Lesson planWarm up


columns and the meaning in Spanish. Put around 10 verbs, make them add the -S, -ED and -ING

Main part30’

Explain there is another use of PRESENT CONTINUOUS: Future arrangements. We need at least two different people knowing the plan.

Create a timetable on the board and ask them to explain orally their“arrangements”.

Make them create their own in 5’ and repeat the activity.Classwork

10’ Song- 40-60 words.

Homework Act 1. Put the following elements of the sentences in Present Simple, Present continuous, Past Simple and future simple (+,-,?) *Invent 3 different combinations.

Act 2.Write a letter to a friend telling him you and your friends are going to his city. Use present continuous (100 words min.)

Act 3. Composition: The school (they need to talk about the past,present and future). (100 words min.)

Lesson 11 Continuous tenses (Past)Skill used GrammarVocabulary/ Expressions

Routine actions Free time actions Adding new actions: Go by bus/by train, Go into , go out of ,

drive, be on someone’s way, cook, have a shower/bath, study, do homework, watch TV/a film, go upstairs/downstairs.


Lesson planWarm up



Main part35’

Focus their attention on continuous- We need the verb TO BE (now inpast) + Verb ending in -ING E.g. TO BE + V-ING -> I WAS PLAYING

UWOTM8jaja 101

DPD & AIZ 30/04/2011

Show the structure on the board (+,-,?) Create a list with one random verb. Uses:1. Actions in progress at certain time in the past2. Actions in progress when other action happened and possible

interruption (Past S. + Past C).3. Parallel actions in the past (Past C. + Past S.)

Classwork10’

Put the elements of a sentence in order and they have to put it in PastContinuous- affirmative, negative and interrogative.

*Do it at least 4 times, make sure they got the idea.Show a picture of people in a park. What were they doing at that moment?

*Play the hot potato:Children have 3 points each. They have 30” to say as many actions as possible. When they say an action they can pass the ball. If they have the ball when the time finishes they lose one point.Homework Act 1. Put the following elements of the sentences in Present Simple,

Present continuous, Past Simple, Past Continuous and future simple (+,-,?) *Invent only one combination.

Act 2. Description: Give them a photo and they have to describe what was happening (50 words min.)

Act 3. Composition: Create a conversation between two people. One tried to contact you several times, but you were doing something. (100words min.)

Lesson 12 Continuous tenses (Future)Skill used GrammarVocabulary/ Expressions

Routine actions Free time actions Adding new actions: Go by bus/by train, Go into , go out of ,

drive, be on someone’s way, cook, have a shower/bath, study, do homework, watch TV/a film, go upstairs/downstairs.


Lesson planWarm up



Main part35’

Focus their attention on continuous- We need the verb TO BE (now infuture) + Verb ending in -ING E.g. TO BE + V-ING -> I WILL BE

UWOTM8jaja 111

DPD & AIZ 30/04/2011

PLAYING Show the structure on the board (+,-,?) Create a list with one random verb. Uses:1. Actions in progress at certain time in the future.

Classwork10’

Put the elements of a sentence in order and they have to put it in FutureContinuous- affirmative, negative and interrogative.

*Do it at least 4 times, make sure they got the idea.Show a picture of people in a park. What will they be doing at that that moment tomorrow?

*Play the hot potato:Children have 3 points each. They have 30” to say as many actions as possible. When they say an action they can pass the ball. If they have the ball when the time finishes they lose one point.

Homework Act 1. Put the following elements of the sentences in Present Simple, Present continuous, Past Simple, Past Continuous and future simple (+,-,?) *Invent 3 different combinations.

Act 2. Description: Give them a photo and they have to describe what will be happening (50 words min.)

Act 3. Composition: Create a conversation between two people. Onewill try to meet you the next day, but you will be busy. (100 words min.)

Lesson 13 Perfect tenses (Present)Skill used GrammarVocabulary/ Expressions

Routine actions Free time actions Already, just, yet Ever, never For, since Expressions: Recently, lately...

Lesson planWarm up


columns and the meaning in Spanish.Main part

35’ Focus their attention on perfect- We need the verb TO HAVE (now in

present) + Verb ending in -ED or using the 3rd column. E.g. TO HAVE + V-ED or 3rd C. -> I HAVE PLAYED

Show the structure on the board (+,-,?) Create a list with one random verb (regular and irregular) Uses:1. From past to present

UWOTM8jaja 121

DPD & AIZ 30/04/2011

2. Consequence in the present3. Very recent action (consequence in the present)4. You don’t tell WHEN something exactly happened.

Classwork10’

Put the elements of a sentence in order and they have to put it inPRESENT PERFECT.

*Do it at least 4 times, make sure they got the idea.


Homework Act 1. Put the following elements of the sentences in all the tenses they should know (+,-,?) *Invent only one combination.

Act 2. Description: Talk about your past experiences that affect yourpresent. (120 words)

Lesson 14 Perfect tenses (Past)Skill used GrammarVocabulary/ Expressions

Already, just, yet Ever, never For, since

Lesson planWarm up

15’Routines: Date and greetings (Review all the questions).Conversation: What do you normally do on ? / What did you do yesterday/last Friday? *You can use the hot seat game.*What have you done recently? Irregular verbs: Put 6 verbs on the board, they should write down the 3

columns and the meaning in Spanish.

Main part35’

Focus their attention on perfect- We need the verb TO HAVE (now in past) + Verb ending in -ED or using the 3rd column. E.g. TO HAVE + V-ED or 3rd C. -> I HAD PLAYED

Show the structure on the board (+,-,?) Create a list with one random verb. Uses:1. Past of past (change the order of telling things).2. Make sure something finished before another thing happens

Classwork10’

Put the elements of a sentence in order and they have to put it in PAST PERFECT.



UWOTM8jaja 131

DPD & AIZ 30/04/2011


Act 2. Description: What happened last week? Why? (120 words)

Lesson 15 Perfect tenses (Future)Skill used GrammarVocabulary/ Expressions

Routine actions Free time actions Already, just, yet Ever, never For, since

Lesson planWarm up



35’ Focus their attention on perfect- We need the verb TO HAVE (now in

present) + Verb ending in -ED or using the 3rd column. E.g. TO HAVE + V-ED or 3rd C. -> I WILL HAVE PLAYED

Show the structure on the board (+,-,?) Create a list with one random verb (regular and irregular) Uses:1. You are sure something is finished at a given time.

Classwork10’

Put the elements of a sentence in order and they have to put it inFUTURE PERFECT.




Act 2. Description: What do you think you will have done in 2020? (120words)

Lesson 16 BACK TO THE PRESENTSkill used SpeakingVocabulary/Expressions

Routine actions Free time actions

Lesson planWarm up

15’Routines: Date and greetings (Review all the questions).Conversation: What do you normally do on ? / What did you do

UWOTM8jaja 141

DPD & AIZ 30/04/2011

Yesterday/last Friday? *You can use the hot seat game. Irregular verbs: Put 6 verbs on the board, they should write down the 3


Main part45’

Present Simple VS Present continuous Review and explain the differences between using each of them. Focus on expressions they can use with each of them. Ask them questions and make them speak using both tenses. Make them talk to each other. Copy and make them copy in their “GLOSSARY” section of their

notebooks the words they need to speak.Homework Act 1. Put the following elements of the sentences in all the tenses they

should know (+,-,?) *Invent only one combination. Act 2. Description: Tell me about yourself (description/routines/likes/

new activities). (No limit words)

Lesson 17 BACK TO THE PAST ISkill used SpeakingVocabulary/Expressions


Lesson planWarm up



45’ Past Simple VS Past continuous VS Past perfect. How do they combine in a sentence (Not sure of this –Daniel) Intro the expression USED TO Review and explain the differences between using each of them. Focus on expressions they can use with each of them. Ask them questions and make them speak using them all. Make them talk to each other. Copy and make them copy in their “GLOSSARY” section of their


should know (+,-,?) *Invent only one combination. Act 2. Description: Tell me about yourself when you were a child. ( No

limit words)

Lesson 18 BACK TO THE PAST IISkill used SpeakingVocabulary/Expressions


Lesson plan

UWOTM8jaja 151

DPD & AIZ 30/04/2011

Warm up15’

Routines: Date and greetings (Review all the questions).Conversation: What do you normally do on ? / What did you do yesterday/last Friday? *You can use the hot seat game. Irregular verbs: Put 6 verbs on the board, they should write down the 3


45’ Past Simple VS Present perfect Review and explain the differences between using each of them. Focus on expressions they can use with each of them. Ask them questions and make them speak using them all. Make them talk to each other. Copy and make them copy in their “GLOSSARY” section of their


should know (+,-,?) *Invent only one combination. Act 2. Description: Speak about recent experiences ( No limit words)

Lesson 19 BACK TO THE FUTURE ISkill used SpeakingVocabulary/Expressions


Lesson planWarm up



45’ WILL vs BE GOING TO vs PRESENT CONTINUOUS vs PRESENT

SIMPLE Review and explain the differences between using each of them. Ask them questions and make them speak using them all. Make them talk to each other. Copy and make them copy in their “GLOSSARY” section of their


should know (+,-,?) *Invent only one combination. Act 2. Description: What are your plans for next summer ( No limit

words)

Lesson 19 BACK TO THE FUTURE IISkill used SpeakingVocabulary/Expressions


Lesson plan

UWOTM8jaja 161

DPD & AIZ 30/04/2011

Warm up15’



45’ Future simple / Continuous/ Perfect Review and explain the differences between using each of them. Ask them questions and make them speak using them all. Make them talk to each other. Copy and make them copy in their “GLOSSARY” section of their


should know (+,-,?) *Invent only one combination. Act 2. Description: What do you think you will be doing by this time

next year? What will you have done by the? ( No limit words)

Lesson 20 MODAL VERBSSkill used GrammarVocabulary/Expressions

Modal verbs

Lesson planWarm up



45’ Introduce the modal verbs in groups depending on the use. Obligation: Must, Have to, Need to, Had to Prohibition: Mustn’t, can’t Lack of obligation: don’t have to, needn’t Advice: Should, shouldn’t, Ought to, oughtn’t to Certainty: May, might Ability: Can, Could, be able to, be allowed to *If you consider adding more...


Act 2. Description: Trip agency: Say obligations, prohibitions, possibilities and more when you travel somewhere or visit something.( No limit words)

Lesson 21 MODAL VERBS (Revision)Skill used Speaking

UWOTM8jaja 171

DPD & AIZ 30/04/2011

Vocabulary/Expressions

Modal verbs

Lesson planWarm up



35’ Introduce the modal verbs in groups depending on the use. Obligation: Must, Have to, Need to, Had to Prohibition: Mustn’t, can’t Lack of obligation: don’t have to, needn’t Advice: Should, shouldn’t, Ought to, oughtn’t to Certainty: May, might Ability: Can, Could, be able to, be allowed to *If you consider adding more...

Classwork10’

Hot potato: Rules in a museum / Advice when going camping...


Act 2. Description: Trip agency: Say obligations, prohibitions, possibilities and more when you travel somewhere or visit something.( No limit words)

Lesson 22 MODAL PERFECT VERBSSkill used SpeakingVocabulary/Expressions

Modal verbs

Lesson planWarm up



35’ Explain which ones have the possibility to do it Use the logic: PERFECT= HAVE + ED or 3rdC. E.g. I SHOULD HAVE GONE to the doctor. Make them see they are used to talk about the past but emphasizing

REGRET or CRITICISM.Classwork

10’ Tell them different situation, they should create a sentence using the

modal perfect verbs with the same meaning.Homework Act 1. Put the following elements of the sentences in all the tenses they

should know (+,-,?) *Invent only one combination.

UWOTM8jaja 181

DPD & AIZ 30/04/2011

Act 2. Description: What do you regret about last year? ( No limit words)

Lesson 23 MODAL PERFECT VERBS (Revision)Skill used SpeakingVocabulary/Expressions

Modal verbs

Lesson planWarm up



35’ Ask questions to make them speak using these modal verbs Print out some activities you find so they can fill in gaps or transform a

sentence using them.

Classwork10’

Tell them different situations, they should create a sentence using themodal perfect verbs with the same meaning.


Act 2. Description: What do you regret of last year? ( No limit words)

Lesson 23 MODAL PERFECT VERBSSkill used GrammarVocabulary/Expressions

Modal verbs

Lesson planWarm up



35’ Ask questions to make them speak using these modal verbs Print out some activities you find so they can fill in gaps or transform a

sentence using them.

Classwork10’

Tell them different situations, they should create a sentence using themodal perfect verbs with the same meaning.


Act 2. Description: What do you regret of last year? ( No limit words)

Lesson 24 CONDITIONALS

UWOTM8jaja 191

DPD & AIZ 30/04/2011

Skill used GrammarVocabulary/ Expressions

IF clauses Unless, as long as, provided that 1st, 2nd, 3rd and zero conditional.

Lesson planWarm up



35’ Explanation: One action depends on other action to happen. Zero IF present, Present: The actions are really connected; one happens

always if the condition happens. Used for “RULES”. 1st Cond. IF present, WILL: It’s possible to happen, you have the

intention to do something but it depends on the condition. 2nd Cond. IF past simple, WOULD: You imagine the situation,

hypothesis. You begin from an impossible condition. 3rd Cond. IF past perfect, WOULD HAVE: You are regretting or

criticizing something in the past that you can’t change.Classwork

10’ Tell them different situations, propose the “IF clauses” and they have to

finish in different ways (*It can be Hot Potato). Give them written sentences to complete.


Act 2. Composition: If I had money... (100 words) Act 3. Composition: Future possible plans (100 words)

Lesson 25 CONDITIONALS (Revision)Skill used SpeakingVocabulary/ Expressions

IF clauses Unless, as long as, provided that 1st, 2nd, 3rd and zero conditional.

Lesson planWarm up



45’ Give different situations, write the “IF Clauses” on the board and let

them speak. They have to give their opinion, make them try to use expression like “I

agree”, “I don’t agree”, “What do you think?” and more. (Write them on the board so they can see and use them)

STFU&GTFOnoob 202

DPD & AIZ 30/04/2011


Act 2. Composition: If I had studied something else... (100 words)

Lesson 26 PASSIVESkill used GrammarVocabulary/ Expressions

BY / FOR Subject, verb, object Double object situation.

Lesson planWarm up



35’ Explanation: It’s used to give more importance to other elements of the

sentence. FORM: We need to follow 3 steps. 1st: SVO (Identify the Subject, the verb and the object) Subject = does

the action, Object = Receives the action). 2nd: Star formation: The Subject and the object change positions

(Explain the use of BY or FOR).

3rd: the verb “TO BE” pushes the main verb, it adopts its form and the other changes to 3rd Column (past participle).

Start with basic tenses and make them discover that it can be done with any.

Explain the situation of double Objects.Classwork

10’ Activities of sentence transformation Give them written sentences to complete with active or passive.

ulose 21

DPD & AIZ 30/04/2011


Act 2. Composition: The new restaurant (120 words): Speak about the processes which were done to build and organize a new “invented” restaurant.

Lesson 27 PASSIVE (Revision)Skill used Speaking + WritingVocabulary/ Expressions

BY / FOR Subject, verb, object Double object situation. Inventors and inventions.

Lesson planWarm up



35’ Speak about inventors and inventions. Choose another topic in which we can use PASSIVE

Classwork10’

Reading (Identify passives) Activities of sentence transformation Give them written sentences to complete with active or passive.


Act 2. Composition: Inventions and inventors (120 words).

Lesson 28 REPORTED SPEECH I “Statements”Skill used GrammarVocabulary/ Expressions

Reported verbs “Said (to me)”, “told me” Personal subject and object pronouns. Possessive pronouns

Lesson planWarm up



30’ Explain when do we use reported. We want to tell what other people said

at certain time in the past. Instructions:1. Intro the person who is speaking and optionally the one who receives the

Howboutnom8 222

DPD & AIZ 30/04/2011

message-> John told him (that) ...2. Tenses changes Present -> Past Past -> perfect Will-> would Be going to -> was/were going to Must /have to -> had to Can -> could The rest of modals remain the same. Imperative -> Infinitive (*Don’t explain so much now).3. Time expression changes Today -> That day Now -> Then Tomorrow, next week/month/July/summer... -> The following or

the after. Yesterday, last week/month/ winter/ August ... -> The previous or

the before. *If there are more you remember, you’re free to include and explain

them.4. Pronoun changes. How to adapt the message.

Classwork15’

Write several messages on the board and they have to apply the steps. Write long messages, so that they can discover that the extension is not a

problem. Play the “Message chain”. One says a message, the next has to put that

in reported speech. Every correct sentence is one point.Homework Act 1. Put the following elements of the sentences in all the tenses they

should know (+,-,?) *Invent only one combination. Act 2. Composition: My friend told me his holidays and I’m telling you.

(120 words).

Lesson 29 REPORTED SPEECH II “Questions”Skill used GrammarVocabulary/ Expressions

Reported verbs “asked ” Personal subject and object pronouns. Possessive pronouns

Lesson planWarm up



30’ Elicit from them what kind of questions exist. Put a Y/N Question on the

board and the same one with the WH- particle:

Howboutnom8 232

DPD & AIZ 30/04/2011

“Do you like ice-creams? Why do you like ice creams?” Instructions:3. Intro the person who is asking and optionally the one who receives the

message-> Jimmy asked him ...4. Put IF (yes/no questions) and WH- (with open questions).5. Tenses changes Present -> Past Past -> perfect Will-> would Be going to -> was/were going to Must /have to -> had to Can -> could The rest of modals remain the same. Imperative -> Infinitive (*Don’t explain so much now).4. Time expression changes Today -> That day Now -> Then Tomorrow, next week/month/July/summer... -> The following or

the after. Yesterday, last week/month/ winter/ August ... -> The previous or

the before. *If there are more you remember, you’re free to include and explain

them.5. Pronoun changes. How to adapt the message.

6. EXPLAIN that the QUESTION DISAPPEARS so the auxiliary verbs return to their positions.7. BE CAREFUL with verb TO BE as auxiliary verb: What’s your name? -> He asked me what was my name (X)

-> He asked me what my name was (Good)Classwork

15’ Write several messages on the board and they have to apply the steps. Write long messages, so that they can discover that the extension is not a

problem. Play the “Message chain”. One says a message (statement or question),

the next has to put that in reported speech. Every correct sentence is onepoint.


Act 2. Dialogue: Gossip. What did your boyfriend / girlfriend askyou? (120 words).

Lesson 30 REPORTED SPEECH III “Commands and Requests”Skill used Grammar

Howboutnom8 242

DPD & AIZ 30/04/2011

Vocabulary/ Expressions

Reported verbs “asked ” , “told ” + others possibilities. Personal subject and object pronouns. Possessive pronouns

Lesson planWarm up



30’ Elicit from them the difference:“Open the door. Open the door, please.” Which one is an order and which a request? Instructions:1. Intro the person who is ordering or requesting the one who receives the message-> John asked/ told him ...

2. Tenses changes Imperative -> Infinitive.

3. Requests can be made as a question:-Can you open the door, please?-Open the door, please.

The first one can be changed as a question or as request:-He asked me if I could open the door.-He asked me to open the door.

Classwork15’





Act 2. Composition: The day I was arrested. Good and bad policeconversation with me.(120 words).

Lesson 31 REPORTED SPEECH IV (General revision)Skill used Speaking and writingVocabulary/ Expressions

Reported verbs “asked ” , “told ” + others possibilities. Personal subject and object pronouns. Possessive pronouns

Lesson plan

Howboutnom8 252

DPD & AIZ 30/04/2011

Warm up15’



30’ Propose different games / activities to check their knowledge so far. Propose written activities with easy situations and then the trickiest and

longest possible to build up their confidence, it’s not so difficult after all.

Classwork15’





Act 2. Composition: The day everything went wrong. (120 words).

Lesson 32 PASSIVE vs REPORTED SPEECHSkill used Speaking and writingVocabulary/Expressions

Remember about passive and reported speech

Lesson planWarm up



30’ Propose games about sentence transformation. Passive and Reported;

you will find that they mix the two. Explain tricks to distinguish both of them, the kind of activities they can

find in the certificates. “Use PET and FIRST sentence transformationactivities”.

Classwork15’





Act 2. Composition: The day I was arrested. Good and bad policeconversation with me.(120 words).

Howboutnom8 262

DPD & AIZ 30/04/2011

Lesson 33 RELATIVE CLAUSES, defining and non-definingSkill used GrammarVocabulary/ Expressions

Relative pronouns: who, which, where, whose... That... Defining clauses - Specific clauses Non-defining clauses - Explanatory clauses

Lesson planWarm up



30’ Put a defining and a non-defining sentence o the board and elicit what

they see from them. How many phrases are in total (2), why we can say that (2 verbs), visual differences (commas)...

Explain what is a defining clause, it specifies the information, it has no commas and sometimes we can put “THAT” or even omit it (when the clause has its own subject). E.g.

A) The person who/that saw me is my father (we cannot omit it, the relative pronoun is acting as the subject of the defining clause.B) The person who/that YOU were waiting was my brother. (In this case, omission is possible as long as it has a subject, so we can say “The person (...) you were waiting was my brother”. Explain what is a non-defining clause, it gives EXTRA-INFO, all the

clause can be omitted without changes in the main meaning. It has commas and cannot use THAT or omit only the RELATIVE PRONOUN.

Teach them the different relative pronouns possible and when to use it.WHO/WHICH/WHERE/WHOM/WHOSE...

Classwork15’

Write several messages on the board separated by a full stop. Make them join them.

Correct them together and answer their questions.Homework Act 1. Put the following elements of the sentences in all the tenses they

should know (+,-,?) *Invent only one combination. Act 2. Composition: You are a detective and you are informing the police station about a criminal. (120 words).

Lesson 34 R. CLAUSES II- Does it refer to the SUBJECT or the OBJECT?Skill used GrammarVocabulary/Expressions

Relative pronouns: who, which, where, whose... That... Defining clauses - Specific clauses

Howboutnom8 272

DPD & AIZ 30/04/2011

Non-defining clauses - Explanatory clausesLesson plan

Warm up15’



30’ Put two sentences on the board separated by a full stop, the second part

should refer to the subject. Put other two, in this case it refers to the object. How would you join them, where exactly end up the second sentence

when you do it?Eg.That man lives next to me. He has a beautiful dog.-That man, w h o h a s a b ea u t if u l d og , lives next to me.I wanted to see that film. It may be interesting.-I wanted to see that film, w h i c h is ver y i n t e r e sti n g Elicit from them the differences. The conclusion is that when joining the

sentences, the “second” ends up just after the SUBJECT (first case) orthe OBJECT (second case), depending on the situation.

Classwork15’



should know (+,-,?) *Invent only one combination. Act 2. Composition: My next holiday in Hawaii (120 words).

Lesson 35 R. CLAUSES III- Who/whom, Where/which?Skill used GrammarVocabulary/ Expressions


Lesson planWarm up



30’ Put several sentences in which you are supposed to use

WHO/WHOM/WHERE/WHICH. Explain WHY in some situations we must use one or another. Spend the rest of the lesson doing activities to practice. Do a READING EXERCISE in which you find these situations

Howboutnom8 282

DPD & AIZ 30/04/2011

Classwork15’



should know (+,-,?) *Invent only one combination. Act 2. Composition: My best friend (120 words).

Lesson 36 R. CLAUSES IV- Defining or Non-definingSkill used GrammarVocabulary/ Expressions


Lesson planWarm up

15’Routines: Date and greetings (Review all the questions). Conversation: Random questions Irregular verbs: Put 6 verbs on the board, they should write down the 3


30’ Write a couple of sentences joined by a full stop. Make them insert one

in another and ask if you could put commas or not. In some cases, it is possible and correct putting or not commas, however

the sense of the sentence changes a little. In other cases, it is not possible to put commas, because you really

NEED that part of the information to define the subject. E.g. In others, it’s better to put commas since the subject is really defined by

itself.The dog is playing. It is my neighbours.1. The dog which is my neighbours is playing. (only that dog)2. The dog, which is my neighbours, is playing. (extra info)

A man is dancing. His hat is yellow.1. A man whose hat is yellow is dancing. (only that one)2. A man, whose hat is yellow, is dancing. (extra info)*Both are possible, but which one sounds better?

My father is working at the moment. You saw him yesterday.1. My father, whom you saw yesterday, is working at the moment. (Extra info)2. My father whom you saw yesterday is working at the moment.(Incorrect, you don’t need to specify since we only have ONE father).

Classwork15’


Correct them together and answer their questions.

Howboutnom8 292

DPD & AIZ 30/04/2011

Typical activity. Join both sentences and put commas where possible.Homework Act 1. Put the following elements of the sentences in all the tenses they

should know (+,-,?) *Invent only one combination. Act 2. Composition: My family (120 words).

Lesson 37 SENTENCE TRANSFORMATIONSkill used Speaking and writingVocabulary/ Expressions

Relative clauses. Passive Reported speech

Lesson planWarm up



45’ Time to mix them up. Passive, Reported speech and Relative clauses. Hand out a list of sentences and work on them orally. Propose others in a written form, with a bit of difficulty and make

students work in pairs. Correct their answers on the board and solve the problems.


Act 2. List of sentence transformation activities. (around 30 different).

S MAL L PIE CE S

Throughout the first 37 lessons, we have worked on the “big” stages of Grammar. We are sure there have been times in which we have stopped to teach some vocabulary and simple structures as comparative and superlative. The idea was to “hang on” until now. We are going to revise the previous contents and “fill in” the gaps we have been missing.

Lesson 38 Comparative and superlativeSkill used GrammarVocabulary/Expressions

Adjectives

Lesson planWarm up


columns and the meaning in Spanish.Main part Write this adjectives on the board and elicit what they know: SMALL,

kilurself 303

DPD & AIZ 30/04/2011

30’ BIG, HAPPY and BEAUTIFUL Explain we use comparative to say something with respect to another

thing, we are comparing between two similar items. This chair is bigger than this other chair.

Explain how to make the comparative with each of them:1. Short - Shorter (normal)2. Big - Bigger (it finishes in Consonant, Vowel, Consonant and stressed).3. Happy - Happier (-Y, changes to -IER).4. Beautiful - more beautiful (too long adjective)

*We need the word THAN to connect the things we are comparing.

Now time for superlative. When we want to point out the quality of something among a big group.

Explain how to form it:1. Short - THE shortest (normal)2. Big - THE Biggest (it finishes in Consonant, Vowel, Consonant “CVC”and stressed).3. Happy - THE Happiest (-Y, changes to -IEST).4. Beautiful - THE MOST beautiful (too long adjective)

When using the superlative, we use IN for a place and OF for a group. Peter is the tallest student in the classroom (place).Peter is the tallest of his family (Group of people).

You can finish with PRESENT PERFECT + EVER. It is the most beautiful child I have ever seen.

Classwork15’

Write several adjectives and make them form the comparative and the superlative.

Correct orally. Hot potato. One has the ball and says a comparative sentence, the next

one, says superlative, then comparative etc. Each one has 4 points and lose them when committing a mistake. *If they are good, make acountdown from 30 seconds, the one with the potato loses the point.


Act 2. Composition: My group of friends (120 words).

Lesson 39 PREPOSITIONSSkill used Grammar + VocabularyVocabulary/ Expressions

Prepositions of place: in, on, under, over, between, in front of, opposite, behind...

Prepositions of movement: up, down, to the left/right, straight on, back,

kilurself 313

DPD & AIZ 30/04/2011

in, into, out, out of, over, under, towards, through, across, along. Prepositions of time: in, on, at and during, throughout, while, meanwhile

Lesson planWarm up



30’ Prepositions of place: Show them with drawings. Make them describe their bedrooms Prepositions of movement: Show them with pictures.Hand out a map and choose a starting point and a destiny, make them tell you how to get there. Prepositions of time:IN: months, years, parts of the day, seasons. ON: days of the week, dates.AT: time, special times (lunchtime).AT (expressions): at the weekend, at Christmas... Hand out a fill-in-the-gap text

Classwork15’

IN, ON, AT hot potato. To pass the ball you need to say a correct sentence with IN, the next with ON, the next with AT and again, before30 seconds. The one with the ball loses a point.


Act 2. Composition: My birthday party (No limit words), they need toExplain WHEN and WHERE and HOW TO GET to the party.

Lesson 40 DETERMINERS AND QUANTIFIERSSkill used Grammar + VocabularyVocabulary/ Expressions

Countable and Uncountable nouns Articles: A/AN, The, no article. Some, any, no Quantifiers: a slice of, a pair of, a cup of, etc.

Lesson planWarm up



30’ Elicit and explain the countable and uncountable.Uncountable: Liquids, gas, tiny things (hair, sand, salt) and some like Cheese, Bread, Time and Money.The rest is countable. Elicit/Explain Some, any and no (*Add somebody, anywhere...)

Ask them where we can use any of them with different nouns

kilurself 323

DPD & AIZ 30/04/2011

Elicit/Explain A/AN, THE. Ask them where it’d be possible to use any of them.

Give them a list of quantifiers and where to use it. Elicit/Explain the no article.

Classwork15’

Hand out a fill in the gap activity, they have just 5’ minutes to do it.Correct and solve their problems.


Act 2. Composition: Free topic/ Invent a topic

Lesson 41 DETERMINERS IISkill used Grammar + VocabularyVocabulary/ Expressions

Too + Adj; Too many + C. Noun; Too much + U.Noun Adj + enough; enough + noun So + Adj; So many/much +noun How many/much ...?

Lesson planWarm up



30’ Elicit and explain:

Too + Adj; Too many + C. Noun; Too much + U.Noun Adj + enough; enough + noun So + Adj; So many/much +noun How many/much ...?

Classwork15’

Hot potato: Choose 4 structures and put them on the board. They have to say a sentence using that structure and pass the ball. When you finish counting until 30”, the one with the ball loses a point. Change the structures on the board and play again.

Hand out a fill in the gap or multiple choice activities, they have just 5’minutes to do it. Correct and solve their problems.



Lesson 42 DETERMINERS III + POSSESSIVESSkill used Grammar + VocabularyVocabulary/ Expressions

This, that , these, those There is/are Possessive adjectives: my, you, his, her... Possessive pronouns: mine, yours, his, hers...

kilurself 333

DPD & AIZ 30/04/2011

‘S / of Lesson plan

Warm up15’

Routines: Date and greetings (Review all the questions). Conversation: Random questions Irregular verbs: Put 6 verbs on the board, they should write down the 3



This, that , these, those There is/are Possessive adjectives: my, you, his, her... Possessive pronouns: mine, yours, his, hers... ‘S / of

Classwork15’

Hot potato: Choose 4 different possessives and put them on the board.They have to say a sentence using that structure and pass the ball. When you finish counting until 30”, the one with the ball loses a point. Change the possessives on the board and play again.




Lesson 43 DETERMINERS IVSkill used Grammar + VocabularyVocabulary/ Expressions

All .../ Most ... Each/ every Both, either, neither

Lesson planWarm up




All .../ Most ... Each/ every Both, either, neither

Practice conversation and review the previous lessons’ content.Classwork

15’ Hot potato: Choose 4 different possessives and put them on the board.

They have to say a sentence using that structure and pass the ball. When you finish counting until 30”, the one with the ball loses a point. Change the possessives on the board and play again.


Irregular verbs: Put 6 verbs on the board, they should write down the 3 columns and the meaning in Spanish.

Main part Elicit and explain when do we use the INFINITIVE30’

Elicit and explain when do

Classwork15’

Hot potato: Uses of each.Hand out a fill in the gap or multiple choice activities, they have just 5’minutes to do it. Correct and solve their problems.

Homework

Act 1. Put the following elements of the sentences in all the tenses they should know (+,-,?) *Invent only one combination.Act 2. Composition: Free topic/ Invent a topic

kilurself 343

DPD & AIZ 30/04/2011



Lesson 44 INFINTIVE and INGSkill used Grammar + VocabularyVocabulary/ Expressions

Warm up15’

How to use the INF or the gerund of a verb

Lesson planRoutines: Date and greetings (Review all the questions). Conversation: Random questions

weuse the Gerund

Lesson 45 Verbs with INFINTIVE or -INGSkill used Grammar + VocabularyVocabulary/Expressions

How to use the INF or the gerund of a verb

Lesson planWarm up



30’ Give the list of verbs which need INF and ING after them. Explain special cases, elicit their ideas (REMEMBER, FORGET,

REGRET, STOP...) Practice in conversation or games.

Classwork15’

Hot potato Snap: Put one card on the table with TO + INF and other with -ING

written on them. Say one sentence with a gap. They have to put the hand over the correct hand. The fastest receives one point.

Hand out a fill in the gap or multiple choice activities, they have just 5’

kilurself 353

DPD & AIZ 30/04/2011

minutes to do it. Correct and solve their problems.Homework Act 1. Put the following elements of the sentences in all the tenses they

should know (+,-,?) *Invent only one combination. Act 2. Composition: Free topic/ Invent a topic

Lesson 46 Word formation ISkill used Grammar + VocabularyVocabulary/ Expressions

Creating Adjectives (affixation) -ER, -EST -ED, -ING -FUL, -LESS ...

Lesson planWarm up



30’ Explain that the language is alive and knowing one word we can have

more: Give them examples and create more

Classwork15’

Hot potato: Words ended in ful, or less, or ed... Hand out a fill in the gap or multiple choice activities, they have just 5’



Lesson 47 Word formation IISkill used Grammar + VocabularyVocabulary/ Expressions

Creating Adverbs of manner -LY

Creating nouns (affixation) -MENT -ION / ATION -NESS -HOOD ...

Lesson planWarm up



kilurself 363

DPD & AIZ 30/04/2011

Main part30’

Explain that the language is alive and knowing one word we can have more: Give them examples and create more

Classwork15’

Hot potato: Words ended in ful, or less, or ed... Hand out a fill in the gap or multiple choice activities, they have just 5’



Lesson 48 Word formation IIISkill used Grammar + VocabularyVocabulary/ Expressions

Prefixes to make the opposite Im- In- Un- Il- De- ...

Lesson planWarm up



30’ Explain that the language is alive and knowing one word we can have

more: Give them examples and create more

Classwork15’

Hot potato: Words beginning in different prefixes. Hand out a fill in the gap or multiple choice activities, they have just 5’



Lesson 49 Text organization ISkill used Grammar + WritingVocabulary/ Expressions

Text structures Linking words Connectors

Lesson planWarm up

15’Routines: Date and greetings (Review all the questions).Conversation: Random questions

kilurself 373

DPD & AIZ 30/04/2011

Irregular verbs: Put 6 verbs on the board, they should write down the 3columns and the meaning in Spanish.

Main part30’

General structures of the texts (120 words - 12 lines): Intro - Golden sentence + Rhetoric question (2-3 lines) 1st Paragraph - 1st idea or positive idea (4 lines) 2nd Paragraph - 2nd idea or negative idea (4 lines) Conclusion - No new ideas, combination of P1 and P2 (2-3 lines)

Teach linking words which are useful to each part.Classwork

15’ Create a text using a topic elicited from the students. Together.


Act 2. Composition: Pollution or New technologies. (120 words).

Lesson 50 Text organization IISkill used Grammar + WritingVocabulary/ Expressions


Lesson planWarm up



30’ Letter for a friend (120 words - 12 lines):

Greetings - Dear: ---- Happy for receiving a letter (2 lines) Reason for writing/ Reply(4 lines) Giving more ideas (4 lines) Goodbye (2-3 lines)

Teach linking words which are useful to each part and ways of saying goodbye.

Classwork15’

Create a text using a topic elicited from the students. Together.


Act 2. Composition: Letter to a friend (120 words).

Lesson 51 Text organization IIISkill used Grammar + WritingVocabulary/Expressions

Text structures Linking words

kilurself 383

DPD & AIZ 30/04/2011

ConnectorsLesson plan

Warm up15’

Routines: Date and greetings (Review all the questions). Conversation: Random questions Irregular verbs: Put 6 verbs on the board, they should write down the 3


30’ Letter of complaint (120 words - 12 lines):

Greetings - Dear: ---- Reason for writing(4-5 lines) Propose a solution(4 lines) Goodbye (2-3 lines)

Teach linking words which are useful to each part and ways of saying goodbye.

Classwork15’



Act 2. Composition: Letter complaining about a product you’ve justbought (120 words).

Lesson 52 Text organization IVSkill used Grammar + WritingVocabulary/ Expressions


Lesson planWarm up



30’ General structures of the texts (120 words - 12 lines):

Intro - Golden sentence/ reason for writing + Rhetoric question (2-3 lines) 1st Paragraph - 1st idea or positive idea (4 lines) 2nd Paragraph - 2nd idea or negative idea (4 lines) Conclusion - No new ideas, combination of P1 and P2 (2-3 lines)

Teach linking words which are useful to each part.Classwork

15’ Create a text using a topic elicited from the students. Together.


Act 2. Composition: Report about a book (120 words).

kilurself 393

DPD & AIZ 30/04/2011

Lesson 53 Linking wordsSkill used Grammar + WritingVocabulary/ Expressions


Lesson planWarm up



30’ Elicit / Teach the list of Linking Words:

Adding ideas: In addition, furthermore, moreover... Opposite ideas: but, however, although, despite Contrasting: On the one hand, on the other hand, otherwise... Conclusion: In conclusion, to sum up, All in all... Order: First(ly), to begin with, second, Next, later, After that, Finally... Giving opinion: In my opinion, from my point of view, as far asI’m concerned... Providing others opinion/ research: As for , According to , from point of view. Giving consequence: Therefore, That is the reason, That is why, Thus, So...

Classwork15’



Act 2. Composition: Free topic/ Invent a topic (120 words).

E XT RA LES SO NS (Cert i f i cate b ased )

*These are type-lessons which MUST be adapted to the situation. You’ll need photocopies of the parts of the “Certificate” in the Reading part.

Lesson X1 SPEAKING lessonsSkill used Listening, speaking, VocabularyVocabulary/Expressions

??

Lesson planWarm up


Gtfofayg0t 404

DPD & AIZ 30/04/2011


45’ PART 1: Follow the instructions of the TEST. Act as if you were the

examiner. Ask for personal info. PART 2: Propose a situation (normally a TRIP, choose a image for a

LOGO, what present for someone for birthday etc.), and give them some help (6 items). You can give them a photo or draw the items on the board. They have to discuss and agree.

PART 3: Give one picture to each one, they have a minute to describe it.They should start form the most general to more specific according to your question. (First what you see, then what you think is happening).

PART 4: Ask them another question, related to the photos, and makethem discuss and suggest ideas etc. until they agree at some point.


Act 2. Composition: Decide a topic they will present in front of the classThe next lesson (120 words).

Lesson X2 LISTENING lessonsSkill used Listening, Speaking, VocabularyVocabulary/Expressions

Decide Vocabulary related to the students interests.

Lesson planWarm up



45’ Option 1 SONGS:

Listen to the song, make them note down as many words as possible (60-100, depending on how repetitive is it). Check the words, spelling mistakes, add vocabulary. 2nd listening. They try to add more words. Check and talk about what they understood of them meaning. 3rd listening showing the lyrics. Stopping when required to explain long expressions etc. Motivate them, make them see they understood much more and now they can actually listen to each word properly.

Option 2 Funny VIDEOS/ Short interviews: Watch the video once. Discuss the topic and make them explain what happened. 2nd watch: Try to note down words and expressions. Check them on the board. Talk to them and ask them if they understood properly the video, if

Gtfofayg0t 414

DPD & AIZ 30/04/2011

they needed to understand each single word to do it. Option 3, long videos:

Watch the video once, they can note down some expressions and words they listen, but that’s not the main idea here. Have some questions ready to check how well they understood the video and if they could find out that info. You can suggest a competition. Make them try to make a summary of the video they have seen. Give them time to create a scene and make them present it orally.

Option 4: Certificate activities. Get them ready for the real exam with real activities.



Lesson X3 READING lessonsSkill used ReadingVocabulary/Expressions

Decide vocabulary related to their interests

Lesson planWarm up



45’ Use activities form the Book “Objective PET / FIRST” Use real READING TESTS, choose one or two (there will be not

enough time). Correct, check mistakes and add vocabulary.



Lesson X4 WRITING lessonsSkill used WritingVocabulary/Expressions


Lesson planWarm up


Gtfofayg0t 424

DPD & AIZ 30/04/2011


45’ Use activities form the Book “Objective PET / FIRST” Use real WRITING TESTS, choose one or two (there will be not enough

time). Create similar activities Correct, check mistakes and add vocabulary.


Act 2. Composition: Decide a topic they will present in front of the classnext lesson (120 words).

Lesson X5 USE OF ENGLISH lessonsSkill used GrammarVocabulary/Expressions


Lesson planWarm up



45’ Use activities form the Book “Objective PET / FIRST” Use real USE OF ENGLISH TESTS, choose one or two (there will be

not enough time). Find similar activities on the net. Correct, check mistakes and add vocabulary.


Act 2. Composition: Decide a topic they will present in front of the classnext lesson (120 words).

80 hours academnic guide for teaching english (a1 - c2 fce cae)

Documents