would

Would is an auxiliary verb - a modal auxiliary verb. We use would mainly to:

talk about the past

talk about the future in the past

express the conditional mood

We also use would for other functions, such as:

expressing desire, polite requests and questions, opinion or hope, wish and regret

Structure of would

The basic structure for would is:

subject + auxiliary verb + main verb

would

Note that:

The auxiliary verb would is invariable. There is only one form: would

The main verb is usually in the base form (He would go).

Look at the basic structure again, with positive, negative and question sentences:

auxiliary main verb

subject would not base

+ I would like tea.

 auxiliary main verb
subject would not base

- She would not go.

? Would you help?

Note that the main verb is sometimes in the form:

have + past participle (He would have gone)

be + -ing (He would be going)

The main verb cannot be the to-infinitive. We cannot say: He would to like coffee.

Be careful! Note that would and had have the same short form 'd:
He'd finished = He had finished
He'd like coffee = He would like coffee

Use of would

would for the past

We often use would as a kind of past tense of will or going to:

Even as a boy, he knew that he would succeed in life.

I thought it would rain so I brought my umbrella.

Using would as as a kind of past tense of will or going to is common in reported speech:

She said that she would buy some eggs. ("I will buy some eggs.")
 The candidate said that he wouldn't increase taxes. ("I won't increase taxes.")

Why didn't you bring your umbrella? I told you it would rain! ("It's going to rain.")

We often use would not to talk about past refusals:

He wanted a divorce but his wife would not agree.

Yesterday morning, the car wouldn't start.

We sometimes use would (rather like used to) when talking about habitual past behaviour:

Every weekday my father would come home from work at 6pm and watch TV.

Every summer we'd go to the seaside.

Sometimes she'd phone me in the middle of the night.

We would always argue. We could never agree.

would games for past habit

would for the future in past

When talking about the past we can use would to express something that has not happened at the time we are talking about:

In London she met the man that she would one day marry.

He left 5 minutes late, unaware that the delay would save his life.

would for conditionals

We often use would to express the so-called second and third conditionals:

If he lost his job he would have no money.

If I had won the lottery I would have bought a car.

Using the same conditional structure, we often use would when giving advice:
 I wouldn't eat that if I were you.

If I were in your place I'd refuse.

If you asked me I would say you should go.

Sometimes the condition is "understood" and there does not have to be an "if" clause:

Someone who liked John would probably love John's father. (If someone liked John they would probably love John's father.)

You'd never know it. (for example: If you met him you would never know that he was rich.)

Why don't you invite Mary? I'm sure she'd come.

Although there is always a main verb, sometimes it is understood (not stated) as in:

I'd like to stay. | I wish you would. (would stay)

Do you think he'd come? | I'm sure he would. (would come)

Who would help us? | John would. (would help us)

would for desire or inclination

I'd love to live here.

Would you like some coffee?

What I'd really like is some tea.

would for polite requests and questions

Would you open the door, please? (more polite than: Open the door, please.)

Would you go with me? (more polite than: Will you go with me?)

Would you know the answer? (more polite than: Do you know the answer?)

What would the capital of Nigeria be? (more polite than: What is the capital of Nigeria?)
would for opinion or hope

I would imagine that they'll buy a new one.

I suppose some people would call it torture.

I would have to agree.

I would expect him to come.

Since you ask me I'd say the blue one is best.

would for wish

I wish you would stay. (I really want you to stay. I hope you will stay.)

They don't like me. I'm sure they wish I'd resign.

Note that all of these uses of would express some kind of distance or remoteness:

remoteness in time (past time)

remoteness of possibility or probability

remoteness between speakers (formality, politeness)

would for presumption or expectation

That would be Jo calling. I'll answer it.

We saw a police helicopter overhead yesterday morning. | Really? They would have been looking for those bank robbers.

would for uncertainty

He would seem to be getting better. (less certain than: He seems to be getting better.)

It would appear that I was wrong. (less certain than: It appears that I was wrong.)

would for derogatory comment

 They would say that, wouldn't they?

John said he didn't steal the money. | Well, he would, wouldn't he?

would that for regret (poetic/rare)

This rare, poetic or literary use of would does not have the normal structure:

Would that it were true! (If only it were true! We wish that it were true!)

Would that his mother had lived to see him become president.

ENGLISH CURRICULUM PROGRAM / GICEI 2017-2018

6th GRADE
TEACHER NAME: CEFR LEVEL: YLE: SUBJECT:
B1- KET LEVEL 1 ENGLISH
STANDARDS:
Describe personal experiences and events in the present with attention to time relations and sequence
Understand the essential information from short recorded passages dealing with predictable everyday matters which are spoken slowly and
clearly
Express opinions about people, situations or objects by offering comparisons

BIMESTRE 1st Term 2nd Term 3rd Term 4th Term

Text Type : Classics Classics Fiction Fiction

Book Tittle: The Fisherman and his The Hound of the Next door Fireball`s Heart
soul Baskervilles
Objectives: To understand the main To deal with most situations To produce simple connected To describe experiences and
points of clear standard likely to arise whilst being in an texts on topics which are events, dreams, hopes and
input on familiar matters area where the English familiar or of personal ambitions and briefly give
regularly encountered in language is spoken. interest. reasons and explanations for
familiar environments opinions or plans
Structures: Present simple of be Like/ love/ hate / don`t like A / an Present simple of be
Have got doing The Have got
There is / There are Imperatives Subject pronouns There is / There are
Present Simple Short answers Object pronouns Present Simple
Can (ability and Who? What? Where? What Can (ability and
permission) colour? permission)
Present Continuous How much? How many? Present Continuous
Like/ love/ hate / don`t
like doing
Imperatives
Short answers
Countable and
uncountable nouns
Some/any
A/ an
The
Possessive`s

Functions: Respond to questions To properly use the tenses that Properly describe and Use and understand the
regarding work explain sequence present compare activities, events, main points of clear standard
qualifications and events chores and emotions input on familiar matters
experience regularly encountered in
work, school, leisure, etc
Express opinions about
people, situations or
 objects by offering
comparisons

Reading: Can read and understand
factual information about
common everyday topics
Writing: Can narrate a story
Speaking: Can narrate a story
Listening: Can understand the main
points of clear standard
speech on familiar matters
regularly encountered in
familiar environment.
Can generally follow the main
points of a reading
. Can write a description of an
event, a recent trip real or
imagined
Can describe events, real or
imagined.
Can generally follow the main
points of extended discussion
around him/her.
Can generally follow the main Can understand the main
points of an extended written points in a text which holds
text information from a technical
matter
Can write account of Can write straightforward,
experiences, describing detailed descriptions on a
feelings and reactions in range a familiar subjects
simple connected text within his/her field of
interest.
Can relate the plot of a book or Can describe dreams, hopes
film and describe his/her and ambitions.
reactions.
Can follow in outline Can understand simple
straightforward short talks on technical information
familiar topics provided these
are delivered in clearly
articulated standard speech

Activities

Resources
Assessment

Interdisciplinary
Lessons

ENGLISH CURRICULUM PROGRAM / GICEI 2017-2018

7th GRADE
TEACHER NAME: CEFR LEVEL: YLE: SUBJECT:
B1 KET LEVEL 2 ENGLISH
STANDARDS:
Understand and present simple technical information, such as operating instructions for everyday equipment.
Give or seek personal views and opinions in an informal discussion with friends
Discuss problems and possible solutions across a range of personal and work situations. Talk about relationships and feelings

BIMESTRE 1st 2nd 3rd 4th

Text Type : Classics Clasics Fiction Classics

Book Tittle: The Secret Garden The Boscombe Valley The African Mask The Time Capsule
Mystery
Objectives: To understand the main
points of clear standard
input on familiar matters
regularly encountered in
familiar environments.
Structures: Past simple of be
Past simple
Past simple (common
irregular verbs)
Be going to
Past continuous
Past simple v. past
continuous
To deal with most situations
likely to arise whilst being in an
area where the English
language is spoken.
Past simple in questions
Have to / must
Mustnt
To produce simple connected
texts on topics which are
familiar or of personal
interest.
Comparative
Comparative with asas
Superlative
To for purpose
Adverbs of manner
To describe experiences and
events, dreams, hopes and
ambitions and briefly give
reasons and explanations for
opinions or plans
A lot of, not much, not
many
And, so, but because
Possessive pronouns

Functions: Use adjectives, adverbs, Express past events including Describe personal experiences
formulaic expressions, hypothetical situations and events in the past with
etc., to make attention to time relations and
comparisons and give sequence
descriptions of processes
and situations

Reading: Can read and understand
straightforward factual
information within a
reading text.
Writing: Can write very brief reports
to a standard
conventionalised format,
which pass on routine
Can generally follow the main
points of a reading
Can summarise, report and
give his/her opinion about
accumulated factual
information on familiar
routine and non-routine
Can understand the general Can understand the main
idea within a text that suits his points in a text which holds
/ her interests. information from a technical
matter
Can write short, simple essays Can write straightforward,
on topics of interest detailed descriptions on a
range a familiar subjects
within his/her field of
interest
 factual information and matters his/ her field with
state reasons for actions. some

Speaking: Can relate details of Can give detailed accounts of Can reasonably fluently relate Can give straightforward
unpredictable occurrences. experiences, describing a straightforward narrative or descriptions on a variety of
feelings and reactions. description as a linear familiar subjects within
sequence of points. his/her field of interest.
Listening: Can understand Can generally follow the main Can follow a lecture or talk Can understand simple
straightforward factual points of extended discussion within his / her own field. technical information.
information about around him/her.
common everyday topics

Activities

Resources

Assessment

Interdisciplinary
Lessons
 ENGLISH CURRICULUM PROGRAM / GICEI 2017-2018
8th GRADE
TEACHER NAME: CEFR LEVEL: YLE: SUBJECT:
B2 - KET LEVEL 3 ENGLISH
STANDARDS:
Produce simple connected text on topics which are familiar or of personal interest
Describe experiences and events, dreams, hopes and ambitions and briefly give reasons and explanations for opinions and plans
Understand the main points of clear standard input on familiar matters regularly encountered in work, school, leisure, etc
BIMESTRE 1st 2nd 3rd 4th
Text Type : Classics Classics Fiction Fiction

Book Tittle: Oliver Twist Twins Dan and the Hong Kong The Legend of Sleepy
Mystery Hallow
Objectives: To understand and produce
extended speech and
lectures and follow even
complex lines of argument
provided the topic is
reasonably familiar
Structures: Present continuous for
future
Present perfect
Present perfect versus
past simple
Should / shouldnt
(advice and obligation)
Must / Should
Need to / have to
Will
To understand and produce
articles and reports concerned
with contemporary problems
in which particular attitudes or
viewpoints are adopted
Ever/ never
Would like
So do I / neither do I
Question tags
To understand and produce
speech with a degree of
fluency and spontaneity that
makes interaction with native
speakers possible.
Cardinal / ordinal numbers
One/ ones
Reflexive pronouns
Indefinite pronouns
Prepositions of time, place
To understand and produce
clear, detailed descriptions
on a wide range of subjects
related to my field of
subjects.
Too plus adjective
Not plus adjective plus
enough
Relative pronouns who,
which and that
and movement

Functions: Properly talks about Properly use the tenses to Can talk about hypothetical Identify the determiners to
completed events and is express events that happen, situations using the correct be used in a sentence
able to describes the are currently happening or tenses within the clauses. construction exercise.
sufficiency of the features have happened on a regular or
involved irregular basis

Reading: Can read with a large
degree of independence,
adopting style and speed of
reading to different text
and purposes
Can read correspondence
relating to his/her field of
interest and readily grasp the
essential meaning
Can scan quickly through long Can understand articles and
and complex texts, locating reports concerned with
relevant details. contemporary problems
where the author adopts a
particular stance.
Writing: Can write clear, detailed
descriptions on a variety of
subjects related to his/her
field of interest.
Speaking: Can give clear, detailed
descriptions and
presentations on a wide
range of subjects related to
his/her field
of interest, expanding and
supporting ideas with
subsidiary points and
relevant examples.
Listening: Can follow extended
speech and complex lines
of argument provided the
topic is reasonably familiar,
and the direction of the
talk is posted with explicit
markers.
Activities
Resources
Can write a review of a film,
book or play.
Can engage in extended
conversation on most general
topics in a clearly participatory
fashion, even in a noisy
environment.
Can, with some effort, catch
much of what is said around
him/her
Can write an essay or report
which develops an argument,
giving reasons in support or
against a particular point of
view.
Can take active part in informal
discussion in familiar context,
commenting, putting point of
views clearly and responding
to hypotheses
Can follow the essentials of
lectures, talks and reports and
other forms of
academic/professional
presentation which are
propositionally complex.
Can synthesise information
and argument from a
number of sources.
Can participate actively in a
routine and non-routine
formal discussion.
Can understand most
recorded or broadcast audio
material delivered in a
standard dialect identifying
the speakers mood and tone
Assessment

Interdisciplinary
Lessons

ENGLISH CURRICULUM PROGRAM / GICEI 2017-2018

9th GRADE
TEACHER NAME: CEFR LEVEL: YLE: SUBJECT:
B2 PET LEVEL 4 ENGLISH
STANDARDS:
Understand and provide detailed descriptions of real and imaginary event: past, present and future
Describe the causes and effects of events or actions.
Ask and respond to questions about the reason or purpose behind actions or events

BIMESTRE 1st 2nd 3rd 4th

Text Type : Classics Clasics Fiction Classics
Book Tittle: The last of the Mohicans The Call of the Wild Jam The Kingdom of the Snow
Leopard
Objectives: Can understand and Can understand and produce Can understand and produce Can understand and produce
produce extended speech articles and reports concerned speech with a degree of clear, detailed descriptions
and lectures and follow with contemporary problems fluency and spontaneity that on a wide range of subjects
even complex lines of in which particular attitudes or makes interaction with native related to my field of
argument provided the viewpoints are adopted. speakers possible subjects
topic is reasonably familiar.
Structures: Sequencing of future Present and past passive Could / was able to/ Might for future possibility
tenses How long? managed to Make and let
Present perfect plus yet, Very / really / quite Had to / didnt have to Causative have
already, just Shall / could for offers Want / ask / tell someone
First conditional May/ can/ could for to do something
permission
Vocabulary:

Functions: Express in the correct way Can identify the main Can express in a proper way Can change the focus of the
the words said by a third information to be given in a hypothetical ideas about information given or taken
party in the communication speech and is able to support it unreal events to the recipient of an action.
process. whit extra information about
the matter itself.
Reading: Can read with a large Can read correspondence Can quickly identify the Can obtain information,
degree of independence, relating to his/her field of content and relevance of news ideas and opinions from
adopting style and speed of interest and readily grasp the items, articles and reports on a highly specialised sources
reading to different texts essential meaning. wide range of professional within his/her field
and purposes topics.
Writing: Can write clear, detailed . Can write an essay or report Can evaluate different ideas
descriptions of real or Can write a review of a film, which develops an argument or solutions to a problem.
imaginary events and book or play systematically with
experiences, marking the appropriate highlighting of
 relationship between ideas
in clear connected texts
Speaking: Can understand in detail
what is said to him/her in
the standard spoken
language even in a noisy
environment.
Listening: Can understand standard
spoken language, live or
broadcast, on familiar or
unfamiliar topics.
Activities
Resources
Assessment
Interdisciplinary
Can convey degrees of
emotion and highlight the
personal significance of events
and experiences.
Can keep up with an animated
conversation between native
speakers.
significant points and relevant
supporting details
Can keep up with an animated Can express his/her ideas and
discussion between native opinions with precision,
speakers present and respond to
complex lines of arguments
Can follow the essentials of Can understand recordings
lectures, talks and reports and in standard dialect likely to
other forms of be encountered in social,
academic/professional professional or academic life
presentation which are identifying the speakers
propositionally complex. viewpoints and attitudes as
well as the information
content.
Lessons

ENGLISH CURRICULUM PROGRAM / GICEI 2017-2018

10th GRADE
TEACHER NAME: CEFR LEVEL: YLE: SUBJECT:
B2 + PET LEVEL 5 ENGLISH
STANDARDS:

BIMESTRE 1st 2nd 3rd 4th

Text Type : Classics Clasics Fiction Classics

Book Tittle: To the Lighthouse The Canterville Ghost The Green Room The Right Thing
Objectives: Can understand and
produce extended speech
even when it is not well
structured
Structures: Modal verb would
Id love to. questions
Future continuous
Present perfect future
Vocabulary:
Functions: Completed events:
historical facts
Reading: Can understand in detail
lengthy, complex texts,
whether or not they relate
to his/her own area of
speciality
Writing: Can write clear, detailed,
well-structured and
developed descriptions and
imaginative texts in a
assured, personal, natural
style appropriate to the
reader in mind.
Speaking: Can understand in detail
speech on abstract and
complex topics of a
specialist nature beyond
his/her own field.
Can understand and produce Can understand and use
long and complex factual and language flexibly and
literary texts, appreciating effectively for social and
distinctions of style. professional purposes
Reported Speech / verbs / Non defining relative
clauses
Past perfect Present perfect continuous
Defining relative clauses Used to / would
Phrasal verbs Verb + noun collocations.
Can understand any Can scan quickly through long
correspondence given the and complex texts, locating
occasional use of a dictionary. relevant details.
Can write clear, detailed, well- Can write clear, well-
structured and developed structured expositions of
descriptions and imaginative complex subjects, underlining
texts in an assured, personal, the relevant salient issues.
natural style appropriate to
the reader in mind.
Can express him/herself Can use language flexibly for
fluently and spontaneously, social purposes, including
almost effortlessly. emotional, allusive and joking
usage
Can express him/herself in
clear, well structured
speech, expressing points of
view at some length.
Used to / used to doing
Second conditional
Expressing wishes and
regrets
Collocation and phrases with
make, take, do and have.
Can understand in detail a
wide range of lengthy,
complex texts likely to be
encountered in social,
professional or academic life
Can write clear, well-
structured expositions of
complex subjects,
underlining the relevant
salient issues
Can easily follow and
contribute to complex
interactions between third
parties in group discussions
even on abstract, complex
unfamiliar topics.
Listening: Can understand enough to Can recognize a wide range of Can follow extended speech Can easily follow complex
follow extended speech on idiomatic expressions and even when it is not clearly interactions between third
abstract and complex colloquialisms structured. parties in group discussions
topics beyond his/her own and debates
field.

Activities

Resources

Assessment

Interdisciplinary
Lessons
 ENGLISH CURRICULUM PROGRAM / GICEI 2017-2018
11th GRADE
TEACHER NAME: CEFR LEVEL: YLE: SUBJECT:
C1 PET LEVEL 5 ENGLISH
STANDARDS:

BIMESTRE 1st 2nd 3rd 4th

Text Type : Classics Clasics Fiction Classics

Book Tittle: Heart of Darkness The Great Gasby The Coconut Seller Father and Son

Objectives: Can understand and Can understand and produce Can understand and use Can express him/herself in
produce extended speech long and complex factual and language flexibly and clear, well structured
even when it is not well literary texts, appreciating effectively for social and speech, expressing points of
structured distinctions of style professional purposes view at some length
Structures: Modal verb would Reported speech / verbs / Non-defining relative Used to / used to doing
Id love to questions clauses Second conditional
Future continuous Past perfect Present perfect continuous Expressing wishes and
Future perfect Defining relative caluses Used to / would regrets

Vocabulary:

Functions: Can speak hypothetically. Can properly reference. Properly speculates and talks Can emphasis on a particular
about the future. aspect of the information
given.
Reading: Can understand in detail Can understand any Can quickly identify the Can understand in detail a
lengthy, complex texts, correspondence given the content and relevance of news wide range of lengthy,
whether or not they relate occasional use of a dictionary items, articles and reports on a complex texts likely to be
 to his/her own area of wide range of professional encountered in social,
speciality topics. professional or academic life
Writing: Can write clear, detailed, Can write clear, detailed, well- Can expand and supports Can expand and supports
well-structured and structured and developed points of view at some length points of view at some length
developed descriptions and descriptions and imaginative with subsidiary points, reasons with subsidiary points,
imaginative texts in a texts in a assured, personal, and relevant examples reasons and relevant
assured, personal, natural natural style appropriate to examples.
style appropriate to the the reader in mind
reader in mind
Speaking: Can understand in detail Can express him/herself Can use language flexibly for Can easily follow and
speech on abstract and fluently and spontaneously, social purposes, including contribute to complex
complex topics of a almost effortlessly emotional, allusive and joking interactions between third
specialist nature beyond usage parties in group discussions
his/her own field even on abstract, complex
unfamiliar topics
Listening: Can follow extended Can easily follow complex Can extract specific Can understand complex
speech even when it is not interactions between third information from poor quality, technical information
clearly structured parties in group discussions audibly distorted recordings
and debates.

Activities

Resources

Assessment
 Interdisciplinary
Lessons

(Post) Colonized Caliban

Recent scholarship has begun examining the relationship of Caliban and Prospero through the lens of postcolonialism, leading to a
discourse that explores this relationship as analogous with that of the colonized and colonizers. This argument aligns Shakespeares work
in the context of history, applying it directly to actual events. This allegorical reading explores the nuances of Caliban being abused by
Prospero after introducing him to the island and the way that aspects of physical abuse and use of language work in ways to oppress
Caliban as parallel to that of European powers colonizing Africa and the New World.

Caliban shares many woes with colonized people. His life has been disrupted by an outsider who takes his land and enslaves him. In
current postcolonial discourse, this disruption of native lives and forcing outside languages upon them can be properly examined for their
negative and destructive qualities. Bill Ashcroft discusses the power of language to take away a peoples or cultures agency and
to oppress. As he explains, language is the way in which social, economic and political discourse are grounded.it is incontestable that
language is the mode of a constant and pervasive extension of cultural dominance- through ideas, attitudes, histories and ways of seeing-
that is central to imperial hegemony (Ashcroft 2). Caliban understands this sentiment regarding the power of language to keep a people
dependent and oppressed. When chastised for his cursing, Caliban laments You taught me language, and my profit ont/ Is I know how to
curse. The red plague rid you/ For learning me your language! ( I. 2. 368-370). He may use the language, but he can never forget his
knowledge of this tongue comes from a place of destruction and oppression.

Shakespeare really does seem to be writing an allegory for colonialism. Prospero, the educated noble, comes to the island and is at first at
a disadvantage because of his ignorance of the land. Caliban, the native, helps Prospero by introducing him to the island and is
undoubtedly responsible for his survival. Despite his aid, Prospero reduces Caliban to a dependent servant, and dismisses him as savage.
The power dynamic quickly turns into Prospero as a self-proclaimed ruler of the island and Caliban as the wretched slave. The analogy
practically forms itself, but did Shakespeare write such a critical analogy on purpose? Meredith Anne Skura discusses how much
Shakespeare actually would have known about the native situation at the time of his writing the Tempest. Conversations in 1611 would have
included talk of the ships going traveling to colonize America. Sympathetic and accurate accounts of the abuses of natives, however, would
doubtfully have been included in the common dialogue. Accounts of the New World and other colonies relied heavily on the narratives of the
colonizers who would not have gone to lengths to actively demonize themselves.

While he might not have known the exact going ons of the New World, Shakespeare was no stranger to the dynamics of the privileged and
the oppressed. Time could be spend arguing that Shakespeare was making a specific case against British colonization of whichever
country. Those making such an argument should remember he was not living in a postcolonial time. The discourse around colonialism when
and where Shakespeare was writing would have relied on the words and opinions of the colonizers. Many of the negative effects of
colonialism are only coming to light recently. So while this argument can be made, I believe there is more weight in viewing Prospero, the
island, and Caliban as encompassing arguments against roles of power being invented arbitrarily and the ensuing abuse of this power. This
theme of power being founded in things as arbitrary as lineage or a mans declaration is common throughout his works. This view happens
to line up perfectly with the case against colonialism as colonialism is enacted by humans and Shakespeare was exploring the negative
outcome of humans abusing power and the reactions of the abused humans. While he might not have known much about
colonial/postcolonial discourse, humanity was a subject Shakespeare was more than familiar with .

Works Cited

Ashcroft, Bill. Calibans Voice: The Transformation of English in Post-colonial Literatures. London: Routledge, 2009.

Skura, Meredith Anne. Discourse and the Individual: The Case of Colonialism in The Tempest Shakespeare Quarterly 40.1 (1989): 42-
69.