1.

Units of study UNITS

1 Present Imperative.

PROCEDURES
Step One: Explain to your students what an 'imperative' is. Also known as a command or a plea, it gives someone instructions about what they should do - Stand up. Sit down. Stop talking. Etc. Write several examples on the board and have students copy into notebooks. Step Two: Explain the basic structure of an imperative, either a) the simple version composed of just a verb - Sit. Stop. Eat. Run. Etc., or b) a verb followed by additional information - Sit there. Stop talking. Eat faster. Hit Nelson. Etc. Step Three: Go around the classroom, giving a basic verb imperative (Go. Eat. Talk etc) and ask each student to add additional information to the imperative - Faster, A Person's Name, Now, Tomorrow etc. Step Four: (Game One) - Choose three students and ask them to come to the front of the class. Choose the more outgoing ones, so they don't feel stupid when they're standing up there and expected to follow commands. When standing in a row facing the other students, give them several imperatives to follow Turn around. Sit down on the floor. Stand up. Touch your nose and on and on. I always do a few silly ones "Hit yourself really fast", "Kiss that boy", which my students love as it makes them laugh. Now allow other students to raise their hands and, after you choose one, let him or her give an imperative to the students at the front of the class. Here the other students get very creative, and silly, with the

TOPICS
Present Progressive Simple Present Tense Non-action verbs Present Progressive and Simple Present Tense Imperative

imperatives they create and it usually ends up with the whole classroom screaming laughing including the three students at the front of the class.

2 Past tense

Introduction and Motivation The teacher will read the students a short story. The teacher will place emphasis on the past tense verbs within the story. After the story the class will have a discussion about activities that they have done in the past. As students talk about these past events the teacher can point out the different tense verbs that the students are using in their oral language. The teacher will write the verbs on the chalkboard. Once the teacher feel confident that the students understand the concept of the past tense verbs he will explain to them that at the end of the lesson they will be using the pictures of themselves to create a class book titled When I was a Little Boy/Girl.

Simple Past Tense:

statements

affirmative Negative

Simple Past Tense:

statements and Questions.

Used to Past Progressive Past Progressive and Past Tense

Simple

3 Present perfect and Past Perfect

Teacher will put two category headings on the board: Past Perfect - Present Perfect Students brain storm on the various time signifiers that are used in each tense. Teacher will put the the time

Present Perfect: Since and for Present Perfect: Already and Yet Present Perfect: Indefinite Past
Present Perfect Past Tense and

Simple

Present Perfect Progressive

expressions

into

correct

category on the board and have students copy the exercise. Ask students to provide example sentences for each of the time expressions - signifiers that are on the board. Divide students into groups of 3 -4. Give students worksheet and ask them to decide which time signifiers - expressions can go with which sentences. Make sure to point out that there are a number of possibilities for each

Present Perfect and Present Perfect Progressive. Past Perfect Past Perfect Progressive

sentence. Correct sentences as a class. Follow-up by discussing which time signifier(s) might be best in

4 Future and Future Perfect

The choice of the future form and future perfect is difficult for many students. This lesson focuses on providing context for students so that they can understand the basic difference between something that is planned for the future and a spontaneous decision. Students first study a short a dialog and answer some questions. After this, students give answers to a number of questions which elicit either 'will' or 'will have to'. Finally, students get together for some small talk to practice. Instructional Activity 1. Teacher greets students. 2. Teacher informs the class that they will be learning about WH-questions. 3. Teacher asks the students whether they have heard about it before. 4. Teacher asks the students to say the WH-questions out loud. Activity 1 1.Teacher lists down the WHquestions. 2.Teacher discusses with students on what the WHquestions indicate. 3.Teacher makes sure the students understand the purposes of the WH-questions. Conclusion 1.Teacher asks the students what do they think of the lesson and what have they learned. 2. Teacher recaps and concludes the lesson.

Future: Be going and Will Future: Contrast be going

Simple present

to, Will,

Future:

Future Progressive Future Perfect and Future Perfect Progressive

Be going and Will, Simple Present Tense, Present Progressive.

Future: Be going and Will

5 Wh-questions, Tag questions and Addition

Wh-Questions:
Tag Questions
Predicate

Subject

and

Additions:

With So, Too, Neither, and Not either

6 Adjectives and Adverbs

Activity 1: Gather a variety of pictures and assign either a noun or verb to them depending on what the picture depicts. Clearly a picture of a car would be labeled car. However, the picture of a woman sitting behind the wheel of a car could be labeled driving. Next, break students up into groups to challenge each other. The purpose of the challenge is describe the noun pictures using

Adjectives and Adverbs: (quick /quickly) Participial Adjectives: (interesting/interested) Adjectives and Adverbs: Equatives Adjectives: Comparatives Adjectives: Superlatives Adverbs: Comparatives and Superlatives

adjectives and the verb pictures using adverbs. The opposing teams have to figure out what is in the picture given these clues. Using the picture of the car, students might describe it as red, shiny, metallic, small, and economical. For the picture of the person driving, students might describe it as happily, speedily, joyfully, or energetically. The team that figures out the most pictures would win. Activity 2: On the classroom walls, provide students with sentences that have blank spaces where an adjective or adverb should be. Make them large enough that students can be part of the sentence. Give each student a few large pieces of paper in which to write down a word to fit into the space. Then have students become part of the sentence by standing in front of the correct space with their adjective or adverb. Activity 3: On large note cards or pieces of paper, have students write down individual nouns, verbs, adjectives and adverbs. Then, have students walk around class trying to find two to three other students to make a sentence with. The students that create the longest complete sentence (that makes sense) wins. Activity 4: Adverb charades choose a variety of different adverbs to put on one set of note cards and put a variety of different verbs on another set. Have students draw from both piles of cards. Once they have their adverbs and verbs, they can then act out the words and hope that the students can guess the two word phrase.