Plan Class 1 (Monday 19th Oct 15)

9.30am Introductions Game

Write on the board:
What is your
name?
Where do you live?
What is your
Favourite food?
What type of
Work
do you do?
Do you have
Hobbies?
Explain.
Do you have
Children?
Other?
Ask students to ask some questions about you using this
prompts.
9.45am Split students into pairs. They ask questions to each
other and take notes. 4min each = 8min.
9.55am Explain third person singular (male/female). When
we talk about another person
His/her name is
He/she likes
He/she has
He/she lives
10.00am Each student introduces their partner in turns. They
dont have to explain everything, only their name and the most
interesting.
1min x 12 = 15min aprox.
10.15am Individual dictionary for duration of the course
Ask students to write down all the words that are new to them in
a sheet of paper. They should write an example sentence for each
word. I will ask them at the beginning of every lesson. They can
have separate sections for
Nouns / Adjectives / Verbs / Adverbs
10.20am Review Present Simple

Ask students to give you some examples of verbs they know.

Write a couple down and ask them them to give you all the
pronouns (I, you, he/she/it, we, you, they). Use these examples to
complete all the pronouns, taking special care to show what
happens with third person singular.
We use the present simple for things that we do regularly and for facts,
habits, truths and permanent situations.

Affirmative sentences (-s)

Negative Sentences (dont, doesnt)
Question: do you / does she/he
Where DO you live?
I live in Barcelona
Ice melts at 0 degrees.
10.30am Present Simple Sentence Exercise (10min)
10.40am Students sit together and compare answers. They must
explain to each other when they have difference answers. (5m)
We then review the answers one by one (must be quick) and
answer any doubts.
Variation if level is high:
Explain time expressions (adverbs of time)
We often use time expressions like every day, once a week, on Fridays.

I check my email every day. (regular, repeated activity)

Robert works at the bank. (permanent situation, general facts)

Always, never, two or three times a year, sometimes, often,

hardly ever, at least twice a day, occasionally.
10.45am Review Present continuous (10 min)
Start by reviewing the present simple of the verb to be: I am, you are

The present continuous tense (sometimes called the present

progressive) We make it using the
present simple of 'be' + verb-ing:
I am sleeping
I am not sleeping
am I sleeping now?
Uses
1: First, we use it for things that are happening at the moment
of speaking.

I'm working at the moment.

You are studying the present continuous.

2: We can also use this tense for temporary situations, when

we feel something won't continue for a long time.

I'm living in London for a few months.

I'm reading a really great book.

Compare this with the present simple, which is used for permanent
situations that we feel will continue for a long time.
What is the difference between
For breakfast, I eat chocolate (everyday)
For breakfast, I am eating chocolate
3: We can use the present continuous for habits but they have
to be temporary or new habits (for normal habits that continue for
a long time, we use the present simple).

He's eating a lot these days.

She's swimming every morning (she didn't use to do this).

You're smoking too much.

They're working late every night.

4: Another present continuous use is for annoying habits,

when we want to show that something happens too often and
we don't like it. In this case we usually use an adverb like 'always',
'forever' or 'constantly'.

You're always losing your keys!

She's always missing the train.

5: The next use is for definite future arrangements (with a

future time word). In this case we have already made a plan and we
are pretty sure that the event will happen in the future.

I'm meeting my father tomorrow.

We're going to the beach at the weekend.

6: Finally we use this tense to talk about a situation which is

slowly changing.

I'm getting better at playing the piano.

The weather is improving.

10.55 Exercise positive and negative present continuous

(5min)
Review answers 5min. Answer doubts.
11.05 Exercise Present simple + continuous (5 min)
Review answers (5 min)
11.15 Review Past simple (10 min)
It's similar to the present simple because it has different rules for the
verb 'be', which becomes 'was' or 'were'.

I walked (regular) I did not walk I didn't walk

You played (regular) you did not play
he cooked (regular) he did not cook
did I walk?
did you play?
did he cook?

11.20 Past Simple exercises (5 min + 5 min)

11.30 BREAK (30 min)

12.00 Future Simple review (5 min)

Pronoun + 'will' (not) + infinitive. Remember the contraction.

I will meet him later I will not (wont) meet him later

You will come (you'll..)

It will rain tomorrow (it'll)

Will I go?

Will you come early?

Future simple exercise (5 min)

--------------------------------------------------------------------WOULD
We often use WOULD to:
-

Speculate: something that could happen.

I would never consider changing career.
Conditional
I would change my job if they paid me more money.

BOOK
Stuck in a rut.
Work in pair. Discuss if you would like to change anything in your
life. What would you change? Why?

USED TO
Used to is a unique expression in English. Its form and function
are similar to a modal (i.e., it gives extra information about the
verb and is followed by a base verb).
Used to shows that an action was performed repeatedly in
the past, but is no longer performed in the present. It is
commonly used when talking about long periods in the past (e.g.,
childhood, school years, past job, etc.)

I used to eat meat, but I dont anymore.

They used to study English every day in high school.
Did you use to play video games when you were a child?
Did my sister use to sing when she was little? I forget.

I didnt use to play the piano as a child, but I took lessons later
on.
In pairs:
Have them draw two columns on a piece of paper.
One column has the title When I was a child and the other
says Now.
(You could draw it on the board to show them.)
Brainstorm topics as a class, such as food, transportation, games,
hobbies, family, etc. Try to come up with 10 topics.
Next, give them a few examples of your own, such as When I
was a child, I used to ride my bike. Now I drive a car.
Students can now ask their partners questions about the topics
and write down their answers. (e.g., What did you use to eat
when you were a child? What do you like to eat now?) Make sure
your students answer the questions about their childhoods
using used to!