80 Hours Academnic Guide For Teaching English (A1 - C2 FCE CAE)

DPD & AIZ 30/04/2011
PLANNING CURRICULUM
KIDS/ADULTS 80 HOURS
Skills a r e d i v i d e d i n t o : Listening, Speaking, Reading, Writing. We
i n c l u d e d *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
Greetings and farewell
Skill used
Speaking
Vocabulary/
Expressions
Hello, Hi, Greetings, How are you?, How are you doing? (colloq.),
Whats up? (colloq.).
Whats 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? / Im 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: Whats the date today?
Warm up
20
Main part
25
Classwork
15
Homework
Lesson
Date: Months / Days of the week / year (1990,2001) *How to say.

Lesson plan
Introduce yourself using some of the expressions and ask around the
questions. E.g. Hi, my name is
whats your name? Im 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.
Revise vocabulary about feelings.
Revise the basic vocabulary of Months, Week days, years and the
question Whats the date today?

Explain its going to be a routine every day.
Make your students try to have a conversation looking at their notes if
necessary.
Composition, 100-120 words, introducing oneself (physically, personality,

personal information). *Well see here how they know so far.
Greetings and farewell (Revision)
Skill used
Speaking
Vocabulary/
Expressions
Hello, Hi, Greetings, How are you?, How are you doing?
(colloq.),
Whats up? (colloq.).
1
UWOTm8
DPD & AIZ 30/04/2011
Whats 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? / Im from
. Where do you live?/
I live in
Descriptions: Tall, short, fat, thin, (blonde/ dark/ brown) hair,
Warm up
20
(light/Tan/Dark) skin, (curly, straight, wavy) hair,

Class routines: Whats the date today?
Date: Months / Days of the week / year (1990,2001) *How to say.

Lesson plan
Routine: Date
Revise vocabulary about feelings.
Revise the basic vocabulary of Months, Week days, years and the
question Whats the date today? *Write several dates on the board.
Main part
25
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.
Classwork
15
Homework
Composition, 100-120 words, introducing a friend (physically, personality,

personal information).
Lesson
Make your students try to have a conversation looking at their notes if

necessary introducing one of their friends.
Routines and habits
Skill used
Grammar
New 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 up
10
Routines: Date and greetings (Review all the questions).
Main part
40
Show verb to be list ( I am, you are, He/she/it is...), affirmative,

Negative and interrogative.
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.
2.
3.
Normal
-ES-> When the verb finishes in -SS, -X, -SH, -CH and -O
-Y-> Study-Studies (consonant before the -Y), Play-Plays (vowel before
the -Y)
Uses:
1.
2.
3.
4.
5.
Routines
States (permanent situations)
Opinions and descriptions (nationalities, professions...).
Universal truths.
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.
Classwork
10
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 doesnt run a lot
? Does Peter run a lot?
Homework
Lesson
Do it at least 4 times, make sure they got the idea.
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.)
Routines and habits (Revision)
Skill used
Speaking
Vocabulary/
Expressions
Routine actions
Descriptions and feelings
Frequency adverbs and expressions.
Ordering expressions: First, then, next...

Lesson plan
Revision: Adding -S. *Put verbs on the board and make them add the -S
Warm up
10
DPD & AIZ 30/04/2011
Ask questions about their routines and describing something.
Main part
25
Review the questions, play the HOT SEAT.
Classwork
15
Homework
Review the Routines. Make them explain what they normally do at

certain day or period.
Review description skills.
They have 5 to create a list of what they do in a day they select. At least
20 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.
Act 1. Put the following elements of the sentences in Present Simple
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? (100
words min.)
Lesson
Past actions
Skill used
Grammar
New 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 up
10

Conversation: What do you normally do on
?
Main part
40
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
1.
2.
3.
4.
two simple verbs to create other lists like the verb to be one. E.g. I ran,
you ran, he/she/it ran.
Adding -ED
Normal
When it finishes in -E-> Dance - Danced
When it finishes in -Y-> -Y-> Study-Studied (consonant before the -Y),
Play-Played (vowel before the -Y)
When it finishes in CVC (consonant, vowel, consonant) and its stressed.
E.g. Stop-> Stopped
and Open-> Opened
DPD & AIZ 30/04/2011
Uses:
1.
2.
3.
4.
Finished actions in the past.

You indicate WHEN it happened.
One action after another (P.Simple + P. Simple)
Action in the middle of other action (P. Simple + P. Continuous).
Classwork
10
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 didnt run a lot
? Did Peter run a lot?
*Do it at least 4 times, make sure they got the idea.
Homework
Lesson
Act 1. Put the following elements of the sentences in Present Simple and
Past 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.)
Past actions (revision)
Skill used
Listening and speaking
New 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 plan
Warm up
15
Main part
35
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 Past
Simple).
Classwork
10

? / 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
Introducing songs: You will choose one song. Try it to be slow but not
boring. They have to write down at least 40 words they listen.
DPD & AIZ 30/04/2011
*The spelling is not important here. Youll correct together on the board the
words they could identify.
When you finish look at the lyric video and sing together.
Homework
Lesson
Act 1. Put the following elements of the sentences in Present Simple and
Past 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.)
Future
Skill used
Grammar
New 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 plan
Warm up
10

? / 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 part
40
Explain FUTURE SIMPLE structure. Create a list with a verb as

an example. *Make sure they know how to do with verb to be.
1.
2.
3.
4.
Uses:
Spontaneous decision
Opinion, hope, uncertainty about the future. *the word probably
Promise
Actions that cant be influenced. *Universal truths, weather.
5.
1st conditional.
Classwork
10
Homework
Act 1. Put the following elements of the sentences in Present Simple,
Put the elements of a sentence in order and they have to put it in Future
Simple- affirmative, negative and interrogative.
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.)
DPD & AIZ 30/04/2011
Lesson
Future (Revision)
Skill used
Speaking and listening
Vocabulary/
Expressions
Warm up
15
Main part
35
Classwork
10
Homework
Lesson
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 plan
? / What did you do
yesterday/last Friday? *You can use the hot seat game.
Spontaneous decision: Tell them different situations in which they need
to answer with a decision. E.g. Teacher: Im 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).
Song *Try to find one using the future simple tense. 40 words.
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 simple
and past simple. (100 words min.) *Maybe theyll need a little research.
Continuous tenses (Present)
Skill used
Grammar
Vocabulary/
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 plan
Warm up
DPD & AIZ 30/04/2011
15

? / What did you do
Main part
35
Classwork
10
Homework

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.
1.
2.
3.
4.
Adding -ING:
Normal
Finishing in -E, loses the -E and add -ING -> Dance - Dancing
Finishing in stressed CVC, doubles the last consonant-> Run - Running
Finishing in -Y, theres no problem-> Studying, playing
Uses:
1. Actions at the moment
2. Temporary actions
3. Expressions: Now, at the moment, for now, for some time.
Put the elements of a sentence in order and they have to put it in Present
continuous- affirmative, negative and interrogative.
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.
Present continuous, Past Simple and future simple (+,-,?) *Invent 2
different combinations.
Act 2. Description: Give them a photo and they have to describe whats
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, whats happening in the
photo and what he did to be famous (100 words min.) *Maybe theyll
need a little research.
Lesson
10
Continuous tenses (Present) Revision
Skill used
Speaking
Vocabulary/
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...,
DPD & AIZ 30/04/2011
today, nowadays
Lesson plan
Warm up
20

? / What did you do
Put around 10 verbs, make them add the -S, -ED and -ING
Main part
30
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
Homework
Song- 40-60 words.
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
Grammar
Vocabulary/
Expressions
Routine actions
Free time actions
Adding new actions: Go by bus/by train, Go into

, go out of
,
drive, be on someones way, cook, have a shower/bath, study, do
homework, watch TV/a film, go upstairs/downstairs.
today, nowadays
Lesson plan
Warm up
15
Main part
35

? / What did you do

Focus their attention on continuous- We need the verb TO BE (now in
past) + Verb ending in -ING E.g. TO BE + V-ING -> I WAS PLAYING
DPD & AIZ 30/04/2011
Uses:
1.
2.
Classwork
10
Homework
Lesson
Actions in progress at certain time in the past

Actions in progress when other action happened and possible
interruption (Past S. + Past C).
3. Parallel actions in the past (Past C. + Past S.)
Put the elements of a sentence in order and they have to put it in Past
Continuous- affirmative, negative and interrogative.
Show a picture of people in a park. What were they doing at that moment?
*Play the hot

potato:
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. (100
words min.)
12
Continuous tenses (Future)
Skill used
Grammar
Vocabulary/
Expressions
Routine actions
Free time actions
Adding new actions: Go by bus/by train, Go into
, go out of
drive, be on someones way, cook, have a shower/bath, study, do

homework, watch TV/a film, go upstairs/downstairs.
today, nowadays
Lesson plan
Warm up
15

? / What did you do
Main part
35
UWOTM8jaja
Focus their attention on continuous- We need the verb TO BE (now in

future) + Verb ending in -ING E.g. TO BE + V-ING -> I WILL BE
10
10
DPD & AIZ 30/04/2011
Classwork
10
Homework
Lesson
PLAYING
Uses:
1.
Actions in progress at certain time in the future.

Put the elements of a sentence in order and they have to put it in Future
Continuous- affirmative, negative and interrogative.
Show a picture of people in a park. What will they be doing at that that
moment tomorrow?
*Play the hot

potato:
Present continuous, Past Simple, Past Continuous and future simple
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. One
will try to meet you the next day, but you will be busy. (100 words min.)
13
Perfect tenses (Present)
Skill used
Grammar
Vocabulary/
Expressions
Routine actions
Free time actions
Already, just, yet
Ever, never
For, since
Expressions: Recently, lately...

Lesson plan
Warm up
15

? / What did you do
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
Create a list with one random verb (regular and irregular)
1.
Uses:
From past to present
DPD & AIZ 30/04/2011
2.
3.
4.
Classwork
10
Homework
Lesson
Consequence in the present

Very recent action (consequence in the present)
You dont tell WHEN something exactly happened.
Put the elements of a sentence in order and they have to put it in

PRESENT PERFECT.
*Play the hot

potato:
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 your
present. (120 words)
14
Perfect tenses (Past)
Skill used
Grammar
Vocabulary/
Expressions
Already, just, yet
Ever, never
For, since
Lesson plan
Warm up
15

? / What did you do
*What have you done recently?
Main part
35
Classwork
10
past) + Verb ending in -ED or using the 3rd column. E.g. TO HAVE +
V-ED or 3rd C. -> I HAD PLAYED
Uses:
1. Past of past (change the order of telling things).
2. Make sure something finished before another thing happens
Put the elements of a sentence in order and they have to put it in PAST
PERFECT.
*Play the hot

potato:
DPD & AIZ 30/04/2011
Homework
Lesson

Act 2. Description: What happened last week? Why? (120 words)
15
Perfect tenses (Future)
Skill used
Grammar
Vocabulary/
Expressions
Routine actions
Free time actions
Already, just, yet
Ever, never
For, since
Lesson plan
Warm up
15

? / What did you do
Main part
35
Classwork
10
Homework
Lesson

present) + Verb ending in -ED or using the 3rd column. E.g. TO HAVE +
V-ED or 3rd C. -> I WILL HAVE PLAYED
Create a list with one random verb (regular and irregular)
1.
Uses:
You are sure something is finished at a given time.
Put the elements of a sentence in order and they have to put it in
FUTURE PERFECT.
*Play the hot

potato:
Act 2. Description: What do you think you will have done in 2020? (120
words)
16
BACK TO THE PRESENT
Skill used
Speaking
Vocabulary/
Expressions
Routine actions
Free time actions

Lesson plan
Warm up
15

? / What did you do
DPD & AIZ 30/04/2011
Yesterday/last Friday? *You can use the hot seat game.

Main part
45
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
Lesson
Act 2. Description: Tell me about yourself (description/routines/likes/
new activities). (No limit words)
17
BACK TO THE PAST I
Skill used
Speaking
Vocabulary/
Expressions
Routine actions
Free time actions

Lesson plan
Warm up
15
Main part
45

? / What did you do
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
Ask them questions and make them speak using them all.

Homework

Act 2. Description: Tell me about yourself when you were a child. ( No
limit words)
Lesson
18
BACK TO THE PAST II
Skill used
Speaking
Vocabulary/
Expressions
Routine actions
Free time actions

Lesson plan
DPD & AIZ 30/04/2011
Warm up
15

? / What did you do
Main part
45
Past Simple VS Present perfect

Homework
Lesson
Act 2. Description: Speak about recent experiences ( No limit words)
19
BACK TO THE FUTURE I
Skill used
Speaking
Vocabulary/
Expressions
Routine actions
Free time actions

Lesson plan
Warm up
15

? / What did you do
Main part
45
WILL vs BE GOING TO vs PRESENT CONTINUOUS vs PRESENT
SIMPLE

Homework

Act 2. Description: What are your plans for next summer ( No limit
words)
Lesson
19
BACK TO THE FUTURE II
Skill used
Speaking
Vocabulary/
Expressions
Routine actions
Free time actions

Lesson plan
DPD & AIZ 30/04/2011
Warm up
15

? / What did you do
Main part
45
Future simple / Continuous/ Perfect

Homework
Lesson
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)
20
MODAL VERBS
Skill used
Grammar
Vocabulary/
Expressions
Modal verbs
Lesson plan
Warm up
15

? / What did you do
Main part
45
Homework
Lesson
Skill used
Introduce the modal verbs in groups depending on the use.
Obligation: Must, Have to, Need to, Had to
Prohibition: Mustnt, cant
Lack of obligation: dont have to, neednt
Advice: Should, shouldnt, Ought to, oughtnt 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)
21
MODAL VERBS (Revision)
Speaking
DPD & AIZ 30/04/2011
Vocabulary/
Expressions
Modal verbs
Lesson plan
Warm up
15
Main part
35
Classwork
10
Homework

? / What did you do
Introduce the modal verbs in groups depending on the use.
Obligation: Must, Have to, Need to, Had to
Prohibition: Mustnt, cant
Lack of obligation: dont have to, neednt
Advice: Should, shouldnt, Ought to, oughtnt to
Certainty: May, might
Ability: Can, Could, be able to, be allowed to
*If you consider adding more...

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 VERBS
Skill used
Speaking
Vocabulary/
Expressions
Modal verbs
Lesson plan
Warm up
15
Main part
35

? / What did you do
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.
Tell them different situation, they should create a sentence using the
Classwork
10
Homework
modal perfect verbs with the same meaning.

DPD & AIZ 30/04/2011
Lesson
23
Act 2. Description: What do you regret about last year? ( No limit words)
MODAL PERFECT VERBS (Revision)
Skill used
Speaking
Vocabulary/
Expressions
Modal verbs
Lesson plan
Warm up
15

? / What did you do
Main part
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.
Classwork
10
Homework
Lesson
Tell them different situations, they should create a sentence using the
23

Act 2. Description: What do you regret of last year? ( No limit words)
MODAL PERFECT VERBS
Skill used
Grammar
Vocabulary/
Expressions
Modal verbs
Lesson plan
Warm up
15

? / What did you do
Main part
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.
Classwork
10
Homework
Lesson
Tell them different situations, they should create a sentence using the
24

Act 2. Description: What do you regret of last year? ( No limit words)
CONDITIONALS
DPD & AIZ 30/04/2011
Skill used
Grammar
Vocabulary/
Expressions
IF clauses
Unless, as long as, provided that
1st, 2nd, 3rd and zero conditional.

Lesson plan
Warm up
15
Main part
35

? / What did you do
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: Its 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.
Classwork
10
criticizing something in the past that you cant change.

Tell them different situations, propose the IF clauses and they have to
Homework
Lesson
3rd Cond. IF past perfect, WOULD HAVE: You are regretting or
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)
25
CONDITIONALS (Revision)
Skill used
Speaking
Vocabulary/
Expressions
IF clauses
Unless, as long as, provided that
1st, 2nd, 3rd and zero conditional.

Lesson plan
Warm up
15

? / What did you do
Main part
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 dont agree, What do you think? and more. (Write them on
the board so they can see and use them)
DPD & AIZ 30/04/2011
Homework
Lesson

Act 2. Composition: If I had studied something else... (100 words)
26
PASSIVE
Skill used
Grammar
Vocabulary/
Expressions
BY / FOR
Subject, verb, object
Double object situation.

Lesson plan
Warm up
15

? / What did you do
Main part
35
Explanation: Its 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
Classwork
10
STFU&GTFOnoob
any.
Explain the situation of double Objects.
Activities of sentence transformation
Give them written sentences to complete with active or passive.

20
20
DPD & AIZ 30/04/2011
Homework

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 + Writing
Vocabulary/
Expressions
BY / FOR
Subject, verb, object
Double object situation.
Inventors and inventions.

Lesson plan
Warm up
15

? / What did you do
Main part
35
Speak about inventors and inventions.
Choose another topic in which we can use PASSIVE
Classwork
10
Reading (Identify passives)
Activities of sentence transformation
Homework
Give them written sentences to complete with active or passive.

Lesson
28

Act 2. Composition: Inventions and inventors (120 words).
REPORTED SPEECH I Statements
Skill used
Grammar
Vocabulary/
Expressions
Reported verbs Said (to me), told me
Personal subject and object pronouns.
Possessive pronouns
Lesson plan
Warm up
15

? / What did you do
Main part
30
ulose
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
21
DPD & AIZ 30/04/2011
2.
message-> John told him (that) ...

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 (*Dont 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, youre free to include and explain
Classwork
15
Homework
Lesson
them.
4. Pronoun changes. How to adapt the message.
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.
Act 2. Composition: My friend told me his holidays and Im telling you.
(120 words).
29
REPORTED SPEECH II Questions
Skill used
Grammar
Vocabulary/
Expressions
Reported verbs asked
Possessive pronouns
Lesson plan
Warm up
15

? / What did you do
Main part
30
Howboutnom8
Elicit from them what kind of questions exist. Put a Y/N Question on the
board and the same one with the WH- particle:
22
22
DPD & AIZ 30/04/2011
Do you like ice-creams?

Instructions:
3.
Why do you like ice creams?
4.
5.
Intro the person who is asking and optionally the one who receives the
message-> Jimmy asked him ...
Put IF (yes/no questions) and WH- (with open questions).
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 (*Dont 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, youre free to include and explain
them.
5. Pronoun changes. How to adapt the message.
Classwork
15
Homework
Lesson
Skill used
6. EXPLAIN that the QUESTION DISAPPEARS so the auxiliary verbs

return to their positions.
7. BE CAREFUL with verb TO BE as auxiliary verb:
Whats your name? -> He asked me what was my name (X)
-> He asked me what my name was (Good)
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 one
point.
Act 2. Dialogue: Gossip. What did your boyfriend / girlfriend ask
you? (120 words).
30
REPORTED SPEECH III Commands and Requests
Grammar
DPD & AIZ 30/04/2011
Vocabulary/
Expressions
Warm up
15
Possessive pronouns
Lesson plan
+ others possibilities.

? / What did you do
Main part
30
, told
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.
Classwork
15
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.
problem.
Homework
point.

Act 2. Composition: The day I was arrested. Good and bad police
conversation with me.(120 words).
Lesson
31
REPORTED SPEECH IV (General revision)
Skill used
Speaking and writing
Vocabulary/
Expressions
Possessive pronouns
Lesson plan
, told
+ others possibilities.
DPD & AIZ 30/04/2011
Warm up
15

? / What did you do
Main part
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, its not so difficult after all.
Classwork
15
Homework
Act 2. Composition: The day everything went wrong. (120 words).
Lesson
problem.
point.
32
PASSIVE vs REPORTED SPEECH
Skill used
Vocabulary/
Expressions
Remember about passive and reported speech

Lesson plan
Warm up
15

? / What did you do
Main part
30
Classwork
15
Homework
Act 2. Composition: The day I was arrested. Good and bad police
conversation with me.(120 words).
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 transformation
activities.
problem.
point.
DPD & AIZ 30/04/2011
Lesson
33
RELATIVE CLAUSES, defining and non-defining
Skill used
Grammar
Vocabulary/
Expressions
Relative pronouns: who, which, where, whose... That...
Defining clauses - Specific clauses
Non-defining clauses - Explanatory clauses

Lesson plan
Warm up
15
Main part
30

? / What did you do
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
it.
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
WHO/WHICH/WHERE/WHOM/WHOSE...
Classwork
15
Write several messages on the board separated by a full stop. Make them
Homework
Lesson
join them.
Correct them together and answer their questions.
Act 2. Composition: You are a detective and you are informing the
police station about a criminal. (120 words).
34
R. CLAUSES II- Does it refer to the SUBJECT or the OBJECT?
Skill used
Grammar
Vocabulary/
Expressions
DPD & AIZ 30/04/2011

Lesson plan
Warm up
15

? / What did you do
Main part
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, who has a beautiful dog, lives next to me.
I wanted to see that film. It may be interesting.
-I wanted to see that film, which is very interesting
Elicit from them the differences. The conclusion is that when joining the
sentences, the second ends up just after the SUBJECT (first case) or
the OBJECT (second case), depending on the situation.
Classwork
15
Homework
Lesson
join them.
35

Act 2. Composition: My next holiday in Hawaii (120 words).
R. CLAUSES III- Who/whom, Where/which?
Skill used
Grammar
Vocabulary/
Expressions

Lesson plan
Warm up
15
Main part
30

? / What did you do
Put several sentences in which you are supposed

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
to
use
DPD & AIZ 30/04/2011
Classwork
15
Homework
Lesson
join them.
Act 2. Composition: My best friend (120 words).
36
R. CLAUSES IV- Defining or Non-defining
Skill used
Grammar
Vocabulary/
Expressions

Lesson plan
Warm up
15

Conversation: Random questions
Main part
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, its 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 dont need to specify since we only have ONE father).
Classwork
15
join them.
DPD & AIZ 30/04/2011
Homework
Typical activity. Join both sentences and put commas where possible.
Act 2. Composition: My family (120 words).
Lesson
37
SENTENCE TRANSFORMATION
Skill used
Vocabulary/
Expressions
Relative clauses.
Passive
Reported speech
Lesson plan
Warm up
15

Main part
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
Homework
students work in pairs.

Correct their answers on the board and solve the problems.

Act 2. List of sentence transformation activities. (around 30 different).
SMALL PIECES
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 superlative
Skill used
Grammar
Vocabulary/
Expressions
Adjectives
Lesson plan
Warm up
15
Main part

Write this adjectives on the board and elicit what they know: SMALL,
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.
2.
3.
4.
Short - Shorter (normal)

Big - Bigger (it finishes in Consonant, Vowel, Consonant and stressed).
Happy - Happier (-Y, changes to -IER).
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.
Classwork
15
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 a
countdown from 30 seconds, the one with the potato loses the point.
Homework
Lesson
Act 2. Composition: My group of friends (120 words).
39
PREPOSITIONS
Skill used
Grammar + Vocabulary
Vocabulary/
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
30
30
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 plan
Warm up
15

Main part
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...
Classwork
15
Homework
Hand out a fill-in-the-gap text

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, before
30 seconds. The one with the ball loses a point.

Act 2. Composition: My birthday party (No limit words), they need to
Explain WHEN and WHERE and HOW TO GET to the party.
Lesson
40
DETERMINERS AND QUANTIFIERS
Skill used
Vocabulary/
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 plan
Warm up
15

Main part
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
DPD & AIZ 30/04/2011
Elicit/Explain A/AN, THE.
Classwork
15
Homework
Lesson
Ask them where itd be possible to use any of them.
Give them a list of quantifiers and where to use it.
Elicit/Explain the no article.

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
41
DETERMINERS II
Skill used
Vocabulary/
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 plan
Warm up
15

Main part
30
Classwork
15
Homework
Lesson
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 ...?

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.
42
DETERMINERS III + POSSESSIVES
Skill used
Vocabulary/
Expressions
This, that , these, those
There is/are
Possessive adjectives: my, you, his, her...
Possessive pronouns: mine, yours, his, hers...
DPD & AIZ 30/04/2011
S /
of
Lesson plan
Warm up
15
Main part
30
Classwork
15
Homework

Elicit and explain:

This, that , these, those
There is/are
Possessive adjectives: my, you, his, her...
Possessive pronouns: mine, yours, his, hers...
S /
of
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 IV
Skill used
Vocabulary/
Expressions
All .../ Most ...
Each/ every
Both, either, neither

Lesson plan
Warm up
15
Main part
30
Classwork
15

Elicit and explain:
All .../ Most ...
Each/ every
Both, either, neither
Practice conversation and review the previous lessons content.

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.
DPD & AIZ 30/04/2011
Homework
Lesson
Skill used
Vocabulary/
Expressions
Warm up
15

44
INFINTIVE and ING
How to use the INF or the gerund of a verb

Lesson plan

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

Elicit and explain when do we use the INFINITIVE
30
Elicit and explain when do
Lesson
45
Verbs with INFINTIVE or -ING
Skill used
Vocabulary/
Expressions
How to use the INF or the gerund of a verb

Lesson plan
Warm up
15
Main part
30
Classwork
15

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.
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.

Homework
Lesson
46
Word formation I
Skill used
Vocabulary/
Expressions
Creating Adjectives (affixation)
-ER, -EST
-ED, -ING
-FUL, -LESS
...
Lesson plan
Warm up
15
Main part
30
Classwork
15

Explain that the language is alive and knowing one word we can have
more:
Give them examples and create more
Hot potato: Words ended in ful, or less, or ed...
Homework
Lesson
47
Word formation II
Skill used
Vocabulary/
Expressions
Creating Adverbs of manner
-LY
Creating nouns (affixation)
-MENT
-ION / ATION
-NESS
-HOOD
...
Lesson plan
Warm up
15

Main part
30
Classwork
15
Hot potato: Words ended in ful, or less, or ed...
Homework
Lesson
more:
48
Word formation III
Skill used
Vocabulary/
Expressions
Prefixes to make the opposite
Im-
In-
Un-
Il-
De-
...
Lesson plan
Warm up
15

Main part
30
Classwork
15
Hot potato: Words beginning in different prefixes.
Homework
Lesson
more:
49
Text organization I
Skill used
Grammar + Writing
Vocabulary/
Expressions
Text structures
Linking words
Connectors
Lesson plan
Warm up
15

Main part
30
Classwork
15
Homework
Lesson
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.

Create a text using a topic elicited from the students. Together.
Act 2. Composition: Pollution or New technologies. (120 words).
50
Text organization II
Skill used
Grammar + Writing
Vocabulary/
Expressions
Text structures
Linking words
Connectors
Lesson plan
Warm up
15

Main part
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.
Classwork
15
Homework
Act 2. Composition: Letter to a friend (120 words).
Lesson
51
Text organization III
Skill used
Grammar + Writing
Vocabulary/
Expressions
Text structures
Linking words
Connectors
Lesson plan
Warm up
15
Main part
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.
Classwork
15
Homework

Act 2. Composition: Letter complaining about a product youve just
bought (120 words).
Lesson
52
Text organization IV
Skill used
Grammar + Writing
Vocabulary/
Expressions
Text structures
Linking words
Connectors
Lesson plan
Warm up
15
Main part
30
Classwork
15
Homework

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

Intro - Golden sentence/ reason for writing + Rhetoric question (23 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.


Act 2. Composition: Report about a book (120 words).
Lesson
53
Linking words
Skill used
Grammar + Writing
Vocabulary/
Expressions
Text structures
Linking words
Connectors
Lesson plan
Warm up
15

Main part
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 as
Im concerned...
Providing others opinion/ research: As for
, According to
, from
point of view.
Giving consequence: Therefore, That is the reason, That is why,
Thus,
CreateSo...
a text using a topic elicited from the students. Together.
Classwork
15
Homework
Act 2. Composition: Free topic/ Invent a topic (120 words).
EXTRA LESSONS (Certificate based)

*These are type-lessons which MUST be adapted to the situation. Youll need
photocopies of the parts of the Certificate in the Reading part.
Lesson
X1
SPEAKING lessons
Skill used
Listening, speaking, Vocabulary
Vocabulary/
Expressions
??
Lesson plan
Warm up
15


Main part
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).
Homework
Lesson
PART 4: Ask them another question, related to the photos, and make
them discuss and suggest ideas etc. until they agree at some point.
Act 2. Composition: Decide a topic they will present in front of the class
The next lesson (120 words).
X2
LISTENING lessons
Skill used
Listening, Speaking, Vocabulary
Vocabulary/
Expressions
Decide Vocabulary related to the students interests.

Lesson plan
Warm up
15

Main part
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.
Gtfofayg0t
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
40
40
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 thats 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.
Homework
Lesson
X3
READING lessons
Skill used
Reading
Vocabulary/
Expressions
Decide vocabulary related to their interests

Lesson plan
Warm up
15
Main part
45
Homework


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 lessons
Skill used
Writing
Vocabulary/
Expressions

Lesson plan
Warm up
15


Main part
45
Homework
Lesson
Use real WRITING TESTS, choose one or two (there will be not enough
time).
Create similar activities
next lesson (120 words).
X5
USE OF ENGLISH lessons
Skill used
Grammar
Vocabulary/
Expressions

Lesson plan
Warm up
15

Main part
45
Use real USE OF ENGLISH TESTS, choose one or two (there will be
Homework

not enough time).
Find similar activities on the net.

next lesson (120 words).

80 Hours Academnic Guide For Teaching English (A1 - C2 FCE CAE)

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DPD & AIZ 30/04/2011

Greetings and farewell

Bye, Good bye, See you (later/soon/next day), Farewell.

Date: Months / Days of the week / year (1990,2001) *How to say.

Revise vocabulary about feelings.

question Whats the date today?

Composition, 100-120 words, introducing oneself (physically, personality,

Greetings and farewell (Revision)

DPD & AIZ 30/04/2011

Whats your name?/ How old are you?

Bye, Good bye, See you (later/soon/next day), Farewell.

. Where do you live?/

(light/Tan/Dark) skin, (curly, straight, wavy) hair,

Date: Months / Days of the week / year (1990,2001) *How to say.

Revise vocabulary about feelings.

Composition, 100-120 words, introducing a friend (physically, personality,

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

Routines and habits

Frequency expressions: Once/twice/three times a week/month/year.

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

Show verb to be list ( I am, you are, He/she/it is...), affirmative,

DPD & AIZ 30/04/2011

Explain PRESENT SIMPLE structure (3rd person s, DO/DOES).

*Get them familiar with the terms Subject + Verb + complements.

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

Act 1. Put the following elements of the sentences in Present Simple

Routines and habits (Revision)

Descriptions and feelings

Frequency adverbs and expressions.

Ordering expressions: First, then, next...

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

DPD & AIZ 30/04/2011

Ask questions about their routines and describing something.

Review the questions, play the HOT SEAT.

Review the Routines. Make them explain what they normally do at

Act 2. Composition: Create a conversation between people who have

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

Show verb to be list ( I was, you were, He/she/it was...), affirmative,

DPD & AIZ 30/04/2011

Finished actions in the past.

Past actions (revision)

Listening and speaking

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

Conversation: What do you normally do on

DPD & AIZ 30/04/2011

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

Explain FUTURE SIMPLE structure. Create a list with a verb as

Act 1. Put the following elements of the sentences in Present Simple,

DPD & AIZ 30/04/2011

Speaking and listening

Continuous tenses (Present)

Free time actions: Go for a walk/Ride, go cycling/sailing, ride a bike,

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

DPD & AIZ 30/04/2011

Conversation: What do you normally do on

columns and the meaning in Spanish.

Focus their attention on continuous- We need the verb TO BE + Verb

Create a list with one random verb.

*Play the hot

Continuous tenses (Present) Revision

Free time actions: Go for a walk/Ride, go cycling/sailing, ride a bike,

DPD & AIZ 30/04/2011

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