Elective Course Program: ‘’English Grammar for First-Year Students

УДК 811.111 (075.8)

ББК 81.2Англ-923

А79

Рецензенты: Кабдрахманова.Г.К - филология ғылымдарының кандидаты

Сардарова.Ж.И - педагогика ғылымдарының докторы.

Аралбекова А.А

С Elective Course Program: ‘’English Grammar for First-Year Students’’ / А.А. Аралбекова.-

Атырау, 2024.-93ст

ISBN 978-601-81165-9-9

This elective course is designed for first-year students who are interested in going beyond the fundamentals of English grammar and exploring the nuances of the language. It will provide a deeper understanding of grammar structures, vocabulary development, and effective communication skills.

УДК 811.111 (075.8)

ББК 81.2Англ-923

Explonatory note

An elective course in English language of the English Language beyonde for first –year students is designed to provide students with an opportunity to study and explore various aspects of the English Language beyond the basic requirements of the curriculum. This course allows students to delve deeper into the intricacies of the Language and develop their skills in communication , critical thinking and analytical reasoning. This course is specially tailored to meet the needs of first-year students who wish to improve their English languae abilities for academic and professional purposes.

Course objectives: The main objectives of an elective course in English language for first –year students are as follows:

1.     Enhance language profiency: The course aims to improve students’ proficiency in English through the study of grammar ,syntax and vocabulary.

2.     Develop critical thinking skils.Students will be encouraged to analize and internet texts, engage in discussions and develop critical thinking skills through the study of literary works and other forms of writing.

3.     Foster creativity: the course will provide opportunities for students to express themselves creatively through writing , speaking and other forms of communication.

4.     Cultivate an appreciation for literature: Students will be introduced to a variety of literary genres and works, allowing them to develop an appreciation for the richness and diversity of English literature.

5.     Improve writing skills: Through writing assignments and activities, students will hone their ideas and thoughts in written form.

Tasks:

1.  Reading comprehension exercises to improve students’s understanding of texts.

2.  Writing assignments to enhance students’ writing skills such as essays, reports, and summaries.

3.  Speaking and listening activities to develop students’ orel communication skills.

4.  Grammar and vocabulary exercises to improve students’language profiency.

5.  Group discussions ad debates to encourage critical thinking and collaboration.

6.  Pronunciation practice to help students speak more fluently and clearly.

7.  Use of multimedia resources, such as videos and podcasts, to expose students to authentic English language content.

Course Structure:

1.   Language skills development grmmar, vocabulary, pronunciation and listening skills.

2.   Literature studies: analysis of selected literatury works genres and athors.

3.   Writing skills : composition, creative writing and academic writing.

4.   Communication skills: Public speaking , presentation skills and interpersonal communication.

Teaching methodology:

1.     Communicative approach: Emphasize the use of English in real-life communication situations to Help students become proficient language users.

2.     Task-based learning :provide students with meaningful tasks that require the use of English language skills to achieve specific goals.

3.     Use technology: incorporate interactive online resources and tools to enhance students’learning experience and engage them in language practice.

4.     Feedback and assessment : provide timely and constructive feedback to help students improve their language skills, and use a variety of assessment methods to evaluate their progress.

After learning an elective English language course, first-year students ideally should: Communication Skills:

•         Express themselves clearly and confidently in both written and spoken English.

•         Understand and respond effectively in various contexts, like academic discussions, presentations, or casual conversations.

•         Demonstrate improved grammar accuracy and usage, minimizing grammatical errors. Language Proficiency:

•         Expand their vocabulary with a wider range of words and expressions for clear communication.

•         Comprehension skills for interpreting various texts, including news articles, academic essays, and short stories.

•         Writing skills to produce well-structured and grammatically correct essays, reports, and other written pieces.

•         Listening skills to understand spoken English in lectures, presentations, and conversations.  Increased confidence in using English in various settings, both academic and social.

Academic Preparation:

•         Comprehend course materials and academic writing with a strong grasp of grammar and vocabulary.

•         Write assignments effectively by structuring arguments, using evidence, and adhering to academic style.

•         Participate actively in class discussions by expressing ideas clearly and concisely.

Curriculum Outline

Words and sentences (6 h).

1.   Word and sentences. Word classes nouns verbs, adjectives (2h)

2.   Sentence structure: subject, verb, object (2h)

3.   Advanced Sentence Structures (2h)

Verbs(24h)

1.         Present Continuous (2h)

2.         Present Simple (2h)

3.         Past Simple (2h)

4.         Past Continuous (2h)

5.         Present Perfect (2h)

6.         Present Perfect and Past Simple (2h)

7.         Present Perfect Continuous (2h)

8.         Past Perfect (2h)

9.         Past Perfect Continuous (2h)

10.   Future tense ,Be going to (2h)

11.   Present tenses for the future (2h)

12.   The verb have (2h)

Modal verbs (4 h).

1.                Modal verbs (2h)

Ability: can ,could and able to (2h)

2.                Possibility and certainty:may, might, could, must. Neccessity: must, have to,should, ougt to, had better and be supposed to (2h)

The Passive (4 h).

1.   Passive verb form (2h)

2.   Active and Passive (2h)

The infinitive and the –ing form (12h)

1.   Question word+to infinitive (2h)

2.   Question word+to infinitive (2h)

3.   Adjective+to infinitive (2h)

4.   Used to do and be used to doing (2h)

5.   Gerund (2h)

6.   Gerunds and infinitives (2h)

Nouns and articles (2h)

1. Nouns and articles (2h)

Adjectives and adverbs (8h)

1.   Comparative and superlative2h)

2.   Adverbs and word order (2h)

3.   Adverbs of degree( very, quite) (2h)

4.   Quite and rather, too, enough (2h)

Prepositions(6h)

1.   Prepositions of place( in, on, at) (2h)

2.   During or while? By or until? As or like? (2h)

3.   Preposition +noun, adjective+ preposition (2h)

Reported Speech (4h)

1.   Reported Speech (2h)

2.   Relative clauses (2h)

Conditionals and wish (4 h).

1.   Conditionals and wish (2h)

2.   Wish and if only (2h)

Linking words ( but, although, in spite of, whereas) (2h)

1. Linking words ( but, although, in spite of, whereas) (2h)

Appendices (10h)

1.          Orthographic differences .Double consonants. Lexical differences. Idioms and expressions, vocabulary, spelling (2h)

2.          Suffixes (2h)

3.          Formal and informal speech (2h)

4.          Written and Spoken Language (2h)

5.          American English, Focus on Specific Areas (2h)

Intermediate control tasks (8h)

1.   First intermediate control task (2h)

2.   Second intermediate control task (2h)

3.   Third intermediate control task (2h)

4.   Fourth intermediate control task (2h)

Educational thematic plan

Conclusion: An elective course in English language for first-year students provides a valuable opportunity for students to deepen their understanding of the English language, improve their communication sills, and exlore literary works in a structured and engaging environment. This course can help students develop essential skills that will be beneficial for their academic and professional success in the future.

References:

1 .The Write Track: Grammar, Usage, and Mechanics" by Martin M. Meighan and Janice A. Keenan 2. "Teaching Grammar: A Course in Method" by Rodney H. Larsen-Freeman (This is a more in-depth resource for teachers)

National Council of Teachers of English (NCTE): https://ncte.org/ NCTE provides resources and lesson ideas for all grade levels, including grammar and sentence structure Reading

https://www.readingrockets.org/ Reading Rockets offers literacy resources for educators and parents, with articles and activities on building vocabulary and language skills. Grammar Girl: https://www.quickanddirtytips.com/grammar-girl/ Grammar Girl's website provides clear and engaging explanations of grammar rules, including parts of speech.

3.         Бонди, Е.А. Английский язык для студентов-историков: учебник / Е.А. Бонди. - 2-е изд., испр. и доп. - М.: ООО «Издательство Астрель»: ООО «Издательство АСТ», 2001. - 400 с.

4.         Горизонты: тексты для чтения и творческих презентаций: дополнительные тематические материалы / авт.-сост. О.А. Лаптева [и др.]. - Минск: Лексис, 2003. - 220 с.

5.         Донченко, Е.Н. Английский язык для психологов и социологов / Е.Н. Донченко. - 2-е изд. - Ростов н/Д: Феникс, 2006. - 512 с.

6.         Дроздова, Т.Ю. Английский для подготовки к экзаменам / Т.Ю. Дроздова, И.В. Ларионова. - СПб.: Антология, 2006. - 296 с.

7.         Soars, John. Headway Pre-Intermediate. Student's Book / John Soars, Liz Soars. - Oxford University Press, 2003. - 144 p.

8.         Карневская, Е.Б. Английский язык: на пути к успеху: пособие для учащихся ст. кл.

общеобразоват. шк., гимназий, колледжей / Е.Б. Карневская, З.Д. Курочкина, Е.А. Мисуно. - 5-е изд. - Минск: Аверсэв, 2009. - 413 с.

9.         Маслова, М.Е. Английский язык: практические задания для подготовки к централизованному тестированию и экзамену / М. Е. Маслова, Ю. В. Маслов, О. И. Кондратеня. - Минск:

ТетраСистемс, 2008. - 208 с.

10.   Меркулова, Е.М. Английский язык для студентов университетов. Чтение, письменная и устная практика / Е.М. Меркулова [и др.]. -СПб.: Изд-во «Союз», 2001. - 384 с.

11.   McCarthy, Michael. English Vocabulary in Use. Elementary / Michael McCarthy, Felicity O'Dell. - Cambridge University Press, 2008. - 168 p.

12.   Павлоцкий, В.М. Проверь свой английский: пособие для тренировки и контроля качества знаний по английскому языку / В.М. Павлоцкий. - СПб.: КАРО, 2001. - 256 с.

13.   Сатинова, В.Ф. Читай, изучай, говори: учеб. пособие / В.Ф. Сатинова, В.М. Иванова, М.А. Сыч. - Минск: Выш. шк., 2002. - 288 с.

14.   Redman, Stuart. English Vocabulary in Use. Pre-intermediate and intermediate / Stuart Redman. - Cambridge University Press, 2009. - 263 p.

15.   O'Connell, Sue. Focus on IELTS / Sue O'Connell. - Pearson Educated Limited, 2008. - 224 p.

16.   Фастовец, Р.В. Практика английской речи = English Speech Practice: 1-й курс: учеб. пособие для студентов специальности «Современные иностранные языки» учреждений, обеспечивающих получение высш. образования / Р.В. Фастовец [и др.]; под ред. Р.В. Фастовец. - Минск: ТетраСистемс, 2006. - 480 с

1. Lesson Plan: Exploring Words and Sentences - Nouns, Verbs, and Adjectives

Learning Objectives:

-Students will be able to identify nouns, verbs, and adjectives in simple sentences.

-Students will be able to sort words into categories of nouns, verbs, and adjectives.

-Students will be able to use nouns, verbs, and adjectives to create simple sentences. Procedure:

Introduction (10 minutes):

1. Warm-up Game (Speaking): Play a simple "I Spy" game. The teacher describes an object in the classroom using an adjective (e.g., I spy with my little eye something red). Students guess the object by asking questions using "What is it?" Presentation (20 minutes):

1.         Introduce Nouns:

Show pictures or flashcards of various objects (e.g., cat, book, tree).

Explain that these are nouns and they name people, places, or things.

Play a simple matching game where students match the picture to the corresponding word written on the board.

2.         Introduce Verbs:

Show pictures or flashcards depicting actions (e.g., jump, run, eat).

Explain that these are verbs and they show actions or things that happen.

Act out different verbs and have students guess the action.

3.         Introduce Adjectives:

Show pictures or flashcards of objects with different colors or sizes (e.g., yellow ball, big house).

Explain that these are adjectives and they describe nouns (people, places, or things). Point to an object and ask students "What color is it?" or "What size is it?" to elicit the use of adjectives.

Activity 1: Sorting Words (20 minutes):

1.         Divide students into small groups.

2.         Provide each group with a set of word cards or a worksheet with a list of mixed-up words (nouns, verbs, adjectives).

3.         Students work together to sort the words into categories of nouns, verbs, and adjectives. (Optional) Students can use different colored construction paper or markers to create separate sections for each category.

Activity 2: Sentence Building (20 minutes):

1.         Provide each student with a set of word cards (noun, verb, adjective).

2.         Students work individually or in pairs to create simple sentences using the words they have. (Optional) The teacher can write some basic sentence structures on the board (e.g., The noun is adjective. The noun verb.) to guide students.

3.         Students can take turns sharing their sentences with the class, explaining which words are nouns, verbs, and adjectives.

Activity 3: Unscramble the Sentence (20 minutes):

1.         Prepare sentence strips with words from all three categories (nouns, verbs, adjectives) mixed up.

2.         Students work in pairs or small groups to unscramble the words and form grammatically correct sentences.

3.         Students can share their unscrambled sentences with the class and discuss the meaning of each sentence.

Wrap-up (10 minutes):

1.         Review the key concepts of nouns, verbs, and adjectives through a quick quiz or game.

2.         Play a charades-like game where students take turns acting out nouns or verbs without speaking, and the class guesses the word.

Differentiation:

-Provide visual cues or picture dictionaries for students who need additional support.

-Offer sentence starters or prompts for students who struggle to construct their own sentences. -Use simpler vocabulary and shorter sentences for younger learners.

Assessment:

-Observe student participation in activities and discussions.

-Collect and assess student work from sorting activities and sentence building tasks. -Use the wrap-up activities as informal assessments to gauge understanding.

2. lesson plan: Sentence structure: subject, verb, object

Learning Objectives:

-Students will be able to identify the subject, verb, and object in simple sentences.

-Students will be able to differentiate between transitive and intransitive verbs.

-Students will be able to construct grammatically correct sentences with subjects, verbs, and objects.

Procedure (90 minutes):

Introduction (10 minutes):

1. Warm-up Game (Speaking): Play a simple "Simon Says" game focusing on actions. Instruct students to follow your commands only if they start with "Simon Says" (e.g., Simon Says jump, touch your head). This reinforces understanding of verbs as action words.

Presentation (20 minutes):

1.         Introduce Sentence Structure:

-Write a simple sentence on the board (e.g., The cat eats the fish).

-Explain that a sentence is a group of words that expresses a complete thought.

-Divide the sentence on the board into subject, verb, and object (underline or highlight in different colors).

-Explain that the subject tells who or what is doing the action (The cat).

-Explain that the verb tells what is happening (eats).

-Explain that the object tells who or what receives the action of the verb (the fish).

2.         Transitive vs. Intransitive Verbs (Optional):

-Briefly introduce the concept of transitive verbs needing an object to complete their meaning (e.g., eat, wear, throw).

-Give examples of intransitive verbs that do not need an object (e.g., jump, sleep, run). -You can revisit this concept in more detail later as students advance.

Activity 1: Sentence Deconstruction (20 minutes):

1.         Provide students with pre-made sentence strips with subjects, verbs, and objects cut out separately (optional) or use a pre-written sentence on the board.

2.         Instruct students to work in pairs or small groups to reassemble the sentence strips to form a grammatically correct sentence.

3.         Once sentences are constructed, discuss the function of each word (subject, verb, object) within the sentence.

Activity 2: Identifying Sentence Parts (20 minutes):

1.         Distribute worksheets with blank boxes labeled Subject, Verb, and Object (with or without sentence prompts).

2.         Project or write simple sentences on the board.

3.         Students work individually or in pairs to identify the subject, verb, and object in each sentence and write them in the corresponding boxes on their worksheets.

4.         Discuss the answers as a class, clarifying any confusion.

Activity 3: Sentence Building (20 minutes):

1.         Provide students with flashcards or pictures depicting actions and objects.

2.         Students work individually or in pairs to create simple sentences using the pictures or flashcards.

3.         Encourage them to use a variety of vocabulary and sentence structures.

4.         Students can take turns sharing their sentences with the class, identifying the subject, verb, and object in each sentence.

Wrap-up (10 minutes):

1.         Play a quick game to reinforce understanding. Say a verb and have students call out a subject and object to complete the sentence (e.g., Teacher says: runs. Students say: The boy runs fast).

2.         Briefly summarize the key concepts of subject, verb, and object in a sentence.

Homework (Optional - 10 minutes):

-Assign a short worksheet where students identify the subject, verb, and object in a set of simple sentences.

-Alternatively, students can illustrate their own sentences, highlighting the subject, verb, and object visually.

Assessment:

-Observe student participation in activities and discussions.

-Collect and assess student work from worksheets and sentence building tasks. -Use the wrap-up game and homework (if assigned) as informal assessments to gauge understanding.

3.         lesson plan: Present Continuous

Learning Objectives:

-Students will be able to identify the structure of the Present Continuous tense.

-Students will be able to use the Present Continuous tense to talk about actions happening now or around now.

-Students will be able to differentiate between the Present Continuous and the Simple Present tense.

Introduction (10 minutes):

1. Warm-up Game (Speaking): Play a quick game of "Simon Says" focusing on actions. This reinforces understanding of verbs as action words. Instruct students to follow your commands only if they start with "Simon Says" (e.g., Simon Says jump, touch your head). Presentation (20 minutes):

1.         Introduce the Present Continuous:

-Write an example sentence in the Present Continuous on the board (e.g., She is eating breakfast).

-Explain that the Present Continuous tense is used to talk about actions happening now or around now.

-Break down the structure: Subject + be (am, is, are) + present participle (verb ending in - ing).

-Use flashcards or pictures to depict actions that can be happening now (eating, running) and contrast them with actions that typically happen in general (sleep, work).

2.         Positive vs. Negative Sentences:

-Provide examples of affirmative and negative sentences in the Present Continuous (e.g., He is watching TV. They are not playing outside).

-Explain the formation of negative sentences using "be not" (be not + present participle).

Activity 1: Identifying Present Continuous (20 minutes):

1.         Show pictures or flashcards depicting actions (a mix of Present Continuous and Simple Present).

2.         Students work individually or in pairs to identify whether the picture represents an action happening now (Present Continuous) or an action that happens in general (Simple Present).

3.         Discuss the reasoning behind their choices, prompting them to explain how they can identify the tense based on the visuals.

Activity 2: Sentence Scramble (20 minutes):

1.         Provide sentence strips with words from a Present Continuous sentence mixed up (optional).

2.         Students work in pairs or small groups to unscramble the words and form grammatically correct sentences in the Present Continuous tense.

3.         Once the sentences are unscrambled, have students identify the subject, verb, and tense used in each sentence.

Activity 3: Present Continuous vs. Simple Present (20 minutes):

1.         Distribute a worksheet with two sections: Present Continuous and Simple Present.

2.         Provide prompts or sentence starters in each section (e.g., Present Continuous: I am  (write), Simple Present: Every morning I  (eat breakfast)).

3.         Students complete the sentences using the appropriate verb tense and structure.

4.         Discuss the difference in meaning between the sentences in each section.

Wrap-up (10 minutes):

1.         Play a quick game to solidify understanding. Say a verb and have students respond with a sentence in the Present Continuous tense describing an action they might be doing now (e.g., Teacher says:

cook. Students say: I am cooking dinner).

2.         Briefly summarize the key points of the Present Continuous tense, structure, and usage. Homework (10 minutes):

-Assign exercises from the textbook reference (if available) focusing on the Present Continuous tense.

-Alternatively, provide a worksheet with fill-in-the-blank sentences or prompts for students to write their own sentences in the Present Continuous about their daily routines or activities happening this week.

4. lesson plan: Present Simple

Learning Objectives:

Students will be able to define the present simple tense.

Students will be able to identify verbs in the present simple tense in sentences.

Students will be able to form affirmative, negative, and interrogative sentences using the present simple tense.

Students will be able to use the present simple tense to describe habits and routines.

Lesson Procedure: Introduction (10minutes):

1.         "My Day, Your Day" Activity (5 minutes): Have students take turns sharing one thing they typically do in their morning routine. Encourage them to use complete sentences in the present simple tense (e.g., "I wake up at 7:00 am."). This activates prior knowledge of daily routines.

2.         "Show and Tell" Routines (10 minutes): Introduce Daily Routine Picture Cards. Students take turns picking a card, describing the action in the picture using a complete sentence in the present simple tense (e.g., "The girl is eating breakfast.")

3.         Main Activity (45 minutes):

1.         Daily Routine Detectives (15 minutes):

Introduce the present simple tense as a way to describe habits and routines that happen regularly.

Use an analogy like a calendar: The present simple tense is like looking at a specific day on a calendar, representing actions that happen repeatedly on those days.

2.         Sentence Scramble Challenge (20 minutes): Divide the class into small groups. Prepare strips of paper with subject pronouns (e.g., I, you, she, he, we, they) and verb conjugations in the present simple tense (e.g., wake up, eat, play, sleep). Students work together to create grammatically

correct sentences in the present simple tense describing daily routines. Encourage them to create sentences for different subjects.

3.         "What Do They Do?" Activity (10 minutes): (Optional) Read a short children's book about daily routines. Pause at different points and ask students questions using the present simple tense (e.g., "What does the boy do in the morning?"). Discuss the different routines characters have. Wrap-up and Assessment (25 minutes):

1.         Interactive Review: My Daily Schedule (10 minutes):

Use the interactive whiteboard or projector (if available) to display a chart with sections for different times of the day (morning, afternoon, evening).

Ask students to take turns suggesting activities they typically do during those times, creating a class schedule using the present simple tense.

2.         "Habit or Not?" Sorting Activity (5 minutes): Distribute a worksheet with sentences describing actions. Students categorize them as habits (using the present simple tense) or one-time events (using the past simple tense).

3.         Exit Tickets (5 minutes): As an assessment, students can write a short paragraph using the present simple tense to describe their typical daily routine, including at least three activities.

5. Lesson plan: Past Simple

Learning Objectives:

-Students will be able to identify the structure of the Past Simple tense.

-Students will be able to use the Past Simple tense to talk about actions completed in the past. -Students will be able to differentiate between the Past Simple and the Present Perfect tense (optional, for intermediate learners). Introduction (10 minutes):

1. Warm-up Game (Speaking): Play a quick "What did you do...?" question game. Students take turns asking and answering questions about past activities (e.g., What did you do yesterday? I watched a movie).

Presentation (20 minutes):

1.         Introduce the Past Simple:

-Write an example sentence in the Past Simple on the board (e.g., She ate breakfast this morning).

-Explain that the Past Simple tense is used to talk about actions that happened and finished in the past.

-Break down the structure for regular verbs: Subject + past tense verb (verb in the simple past form).

-Briefly introduce irregular verbs and mention they don't follow the regular -ed ending rule (e.g., go - went, see - saw).

2.         Affirmative vs. Negative Sentences:

-Provide examples of affirmative and negative sentences in the Past Simple (e.g., He played football. They did not go to the beach).

-Explain the formation of negative sentences using "did not" (did not + base verb).

3.         Past Simple vs. Present Perfect (Optional - Intermediate):

-Briefly introduce the concept of the Present Perfect tense for actions that started in the past and continue to the present or have unknown completion time.

-Provide contrasting examples (e.g., Past Simple: I ate breakfast this morning. Present Perfect: I have eaten breakfast already).

Activity 1: Timeline and Past Actions (20 minutes):

1.         Draw a simple timeline on the board representing "today" and extending back into the past.

2.         Show pictures or flashcards depicting actions that could have happened in the past (e.g., watch a movie, eat lunch, sleep).

3.         Students work individually or in pairs to place the pictures on the timeline according to when the actions typically happen (e.g., sleep - night time, eat lunch - midday).

4.         Discuss the concept of past time in relation to the timeline and how the Past Simple tense reflects completed actions in the past.

Activity 2: Sentence Scramble (20 minutes):

1.         Provide sentence strips with words from a Past Simple sentence mixed up (optional).

2.         Students work in pairs or small groups to unscramble the words and form grammatically correct sentences in the Past Simple tense.

3.         Once the sentences are unscrambled, have students identify the subject, verb tense, and any time expressions used in the sentence.

Activity 3: Online Quiz (20 minutes):

1.         Choose an online quiz platform like Kahoot!, Quizizz, Classkick, or Blooket.

2.         Create a short quiz with questions testing students' understanding of the Past Simple tense structure, verb usage, and differentiating between past and present actions.

3.         Students participate in the online quiz individually or in teams, competing and receiving immediate feedback on their answers.

Wrap-up (10 minutes):

1.         Briefly review the key points of the Past Simple tense, structure, and usage.

2.         Play a quick memory game. Say a list of actions, some in the past and some in the present. Students clap or stand up if they hear an action in the Past Simple tense. Homework (10 minutes):

-Assign a worksheet with exercises on the Past Simple tense. Students can fill in the blanks with the correct verb tense, write sentences about their past weekend activities, or create a short story using the Past Simple tense.

6. Lesson plan: Past Continuous

Learning Objectives:

-Define the function of the Past Continuous tense.

-Identify the structure of the Past Continuous using "was/were" + "verb-ing."

-Use the Past Continuous to talk about actions happening at a specific point in the past. -Use the Past Continuous to describe ongoing or interrupted actions in the past.

Lesson Procedure:

Introduction (15 minutes):

1.         Warm-up: Play a quick "What were you doing?" game. Ask students questions about their actions at specific times yesterday (e.g., What were you doing at 8 pm last night? What were you having for breakfast this morning?). This activates prior knowledge about past actions.

2.         Lead-in: Introduce the Past Continuous tense as a way to talk about actions happening at a specific point in the past or ongoing actions interrupted by another event in the past.

Presentation (25 minutes):

1.         Form:

Present the structure of the Past Continuous using "was/were" + "verb-ing" (e.g., I was eating dinner. They were playing games.).

Explain subject-verb agreement for "was" and "were."

Provide examples on the board focusing on ongoing and interrupted actions in the past.

2.         Time Expressions:

Introduce common time expressions used with the Past Continuous, such as "while," "when," "at," etc.

Explain how these expressions help specify the timeframe for the ongoing or interrupted actions.

3.         Contractions:

Briefly introduce contractions for "was/were" + "verb-ing" (e.g., I was = I was eating = I was eating -> I wasn't eating).

Practice (40 minutes):

1.         Controlled Practice: Distribute a handout with various exercises, including:

-Sentence completion exercises where students choose the correct form of the Past Continuous (affirmative, negative, or interrogative) to complete sentences about past actions.

-Matching exercises where students match sentences in the Past Continuous with corresponding pictures or time expressions.

-Timeline activity (optional): Provide a timeline with specific times. Students write sentences in the Past Continuous describing what they were doing at each point on the timeline.

2.         Picture Prompts:

-Project pictures depicting ongoing or interrupted actions in the past (e.g., a child building a sandcastle, a phone ringing on a table).

-Divide students into pairs or small groups. Students discuss the pictures using the Past - Continuous to describe what was happening or what someone was doing when the picture was taken.

3.         Storytelling:

-Ask students to work in pairs and create a short story together. The story should involve two or more characters and use the Past Continuous to describe their actions at a specific point in the past or interrupted by another event. Encourage them to use time expressions.

Conclusion (10 minutes):

1.         Review: Briefly summarize the key points covered in the lesson, including the form, function, and time expressions used with the Past Continuous.

2.         Assessment:

-Distribute a short exit ticket with a few scenarios or prompts related to past actions. -- Students need to write sentences using the Past Continuous to describe what was happening or what someone was doing.

-Collect the exit tickets to assess understanding and identify areas for further practice.

Homework (10 minutes):

-Assign a short writing task. Students can write a paragraph describing their activities or what was happening around them during a specific time in the past (e.g., yesterday afternoon, while they were waiting for their dentist appointment). Encourage them to use the Past Continuous and time expressions.

7. Lesson plan: Present Perfect

Learning Objectives:

-Define the Present Perfect tense.

-Identify the difference between the Present Perfect and the Simple Past tense.

-Form affirmative, negative, and interrogative sentences using the Present Perfect with "have" Lesson Procedure: Introduction (10 minutes):

1.         Warm-up: Start with a brainstorming activity. Ask students to share experiences they have had in their lives (e.g., traveled to a new country, eaten a particular food, read a certain book). Briefly discuss the timeframe of these experiences without focusing on grammar.

2.         Lead-in: Introduce the concept of the Present Perfect tense. Explain that it is used to talk about completed actions with no specific timeframe or actions that began in the past and continue to the present.

Presentation (20 minutes):

1.         Form:

-Present the basic structure of the Present Perfect using "have/has" + past participle of the main verb. Explain the difference between using "have" for plural subjects and "has" for singular subjects (including third-person singular).

-Use examples on the board to illustrate the structure (e.g., I have eaten breakfast. She has never been to Paris.).

2.         Time expressions:

-Introduce common time expressions used with the Present Perfect, such as ever, never, already, yet, since, for, and how long.

Explain how these expressions can provide context for the timeframe of the action. -Use examples on the board (e.g., I have lived here for five years. Have you ever seen the Northern Lights?).

3.         Comparison with Simple Past:

-Distinguish between the Present Perfect and the Simple Past tense using a table or Venn diagram. Highlight that the Simple Past focuses on completed actions at a specific time in the past, while the Present Perfect focuses on the completion of the action and its possible connection to the present.

-Provide contrasting examples to illustrate the difference (e.g., I ate breakfast this morning (Simple Past). I have eaten breakfast (Present Perfect)).

Practice (40 minutes):

1.         Controlled Practice:

-Distribute a handout with several gap-fill exercises. The exercises should include sentences with blanks for students to insert the correct form of the verb in the Present Perfect tense (affirmative, negative, or interrogative).

-Students work individually or in pairs to complete the exercises. The teacher circulates to answer questions and provide support.

2.         Guided Production:

-Project a set of prompts or pictures on the board related to students' experiences (e.g., visited a museum, learned a new skill, met a famous person).

-Students work in pairs or small groups to discuss the prompts and form sentences using the -Present Perfect tense to talk about their own experiences.

The teacher monitors the discussions and offers corrective feedback as needed.

3.         Freer Production:

-Divide students into pairs. Ask each pair to create a short dialogue using the Present Perfect tense to discuss their daily routines or hobbies. Encourage them to use time expressions.

-Students have time to prepare their dialogues.

-Each pair performs their dialogue for the class. The class can provide constructive feedback focusing on the correct use of the Present Perfect tense.

Conclusion (10 minutes):

1.         Review: Briefly summarize the key points covered in the lesson, including the form, function, and time expressions used with the Present Perfect tense. Encourage students to refer to the reference book, [Title of Reference Book] ([Authors], [Year of Publication]), for further explanation and examples.

2.         Assessment:

-Distribute a short exit ticket with a few questions testing students' understanding of the Present Perfect tense (e.g., Rewrite the sentence in the Present Perfect: "I went to the beach yesterday.").

-Collect the exit tickets to assess students' learning and identify areas that may need further practice

8. Lesson plan: Present Perfect and Past Simple

Learning Objectives:

-Distinguish between the Present Perfect and Past Simple tenses.

-Identify the difference in time reference between the two tenses.

-Form affirmative, negative, and interrogative sentences in both tenses.

-Use the Past Simple to talk about completed actions at a specific time in the past.

Lesson Procedure:

Introduction (15 minutes):

1.         Warm-up: Start with a timeline activity. Draw a simple timeline on the board and ask students to write down events from their lives on different points (e.g., childhood, teenage years, present). This helps activate prior knowledge about past events.

2.         Lead-in: Introduce the concept of the Present Perfect and Past Simple tenses. Briefly explain that both tenses deal with past actions, but they differ in how they express the time reference.

Presentation (25 minutes):

1.         Present Perfect:

-Explain that the Present Perfect is used for completed actions with no specific timeframe or actions that began in the past and continue to the present.

-Present the structure of the Present Perfect using "have/has" + past participle of the main verb. Explain subject-verb agreement with "have" and "has."

-Provide examples on the board (e.g., I have eaten breakfast. She has never been to Paris.).

2.         Past Simple:

-Explain that the Past Simple is used for completed actions at a specific time in the past. -Introduce common time expressions used with the Past Simple, such as yesterday, last week, in 2020, etc.

-Show the structure of the Past Simple using the verb in its past tense form (e.g., I ate breakfast yesterday. She went to Paris last summer.).

3.         Comparison:

-Use a table or Venn diagram to compare and contrast the Present Perfect and Past Simple. --Highlight the key differences in time reference and example sentences.

Practice (40 minutes):

1.         Controlled Practice: Distribute a handout with various exercises. Include:

-Gap-fill exercises where students choose between the Present Perfect and Past Simple tense to complete sentences.

-Matching exercises where students match sentences to corresponding time expressions (Present Perfect) or specific past dates (Past Simple).

2.         Guided Production:

-Project a set of mixed sentences in both tenses (Present Perfect and Past Simple) related to everyday activities or historical events.

-Divide students into pairs or small groups. Students discuss the sentences, identifying the correct tense used and explaining their reasoning.

-The teacher monitors the discussions and provides clarification as needed.

3.         Freer Production:

-Ask students to write a short paragraph individually. The topic should involve a recent experience or an event from their past. Encourage them to use both the Present Perfect and --Past Simple tenses appropriately.

Conclusion (10 minutes):

1.         Review: Briefly summarize the key points covered in the lesson, including the form, function, and time expressions used with each tense. Encourage students to refer to the reference book (optional) for further examples.

2.         Assessment:

-Distribute a short exit ticket with a few mixed sentences. Students identify the correct tense used and rewrite the sentence in the other tense if necessary.

-Collect the exit tickets to assess understanding and identify areas for further practice.

Homework (Optional - 10 minutes):

-Assign a short written exercise for homework. Students can write a short story or a diary entry where they use both the Present Perfect and Past Simple tenses to narrate past events and their connection to the present.

9. Lesson plan: Present Perfect Continuous.

Learning Objectives:

-Define the Present Perfect Continuous tense.

-Identify the structure of the Present Perfect Continuous using "have/has been" + present participle of the main verb.

-Understand the difference between the Present Perfect Continuous and the Present Perfect Simple tenses.

-Use the Present Perfect Continuous to talk about actions that began in the past and continue up to the present moment, with an emphasis on the duration or ongoing nature of the action.

Lesson Procedure:

Introduction (15 minutes):

1.         Warm-up: Start with a brainstorming activity. Ask students to share things they've been doing lately (e.g., learning a new language, reading a book, working on a project). Briefly discuss the timeframe and ongoing nature of these activities.

2.         Lead-in: Introduce the concept of the Present Perfect Continuous tense. Explain that it focuses on actions that started in the past and are still ongoing in the present, highlighting the duration of the action.

3.         Presentation (25 minutes):

1.         Form:

-Present the structure of the Present Perfect Continuous using "have/has been" + present participle of the main verb. Explain subject-verb agreement for "have" and "has." -Provide examples on the board (e.g., I have been studying English for two years. She has been waiting in line for a long time.).

2.         Time expressions:

-Introduce common time expressions used with the Present Perfect Continuous, such as for, since, all day/week/month, how long + have been, etc.

-Explain how these expressions emphasize the ongoing nature of the action and its duration.

-Use examples on the board (e.g., It has been raining since morning. They have been working on the presentation all week.).

3.         Comparison with Present Perfect Simple:

-Use a table or Venn diagram to compare and contrast the Present Perfect Continuous and - --Present Perfect Simple tenses. Highlight the key differences in terms of action duration and time reference, using clear examples.

Practice (40 minutes):

1.         Controlled Practice: Distribute a handout with various exercises, including:

-Gap-fill exercises where students choose between the Present Perfect Simple and Present ---Perfect Continuous tenses to complete sentences.

-Matching exercises where students match sentences describing ongoing actions to corresponding time expressions for the Present Perfect Continuous.

-Sentence transformation exercises where students rewrite sentences in the Present Perfect ---Simple tense to the Present Perfect Continuous, focusing on emphasizing the ongoing nature of the action.

2.         Guided Production:

-Project a set of pictures or incomplete sentences related to everyday activities that might be ongoing (e.g., cooking, exercising, cleaning).

-Divide students into pairs or small groups. Students discuss the pictures/sentences, forming questions and answers using the Present Perfect Continuous to describe the ongoing actions and their duration.

-The teacher monitors the discussions and offers corrective feedback as needed.

3.         Freer Production:

-Ask students to write a short paragraph individually about their daily routine or a current project they're working on. Encourage them to use the Present Perfect Continuous to describe ongoing activities and emphasize the duration.

Conclusion (10 minutes):

1.         Review: Briefly summarize the key points covered in the lesson, including the form, function, and time expressions used with the Present Perfect Continuous tense. Encourage students to refer to the reference book (optional) for further examples.

2.         Assessment:

-Distribute a short exit ticket with a few mixed sentences. Students identify the tense used and rewrite the sentence in the other tense if it makes sense, explaining their reasoning. -Collect the exit tickets to assess understanding and identify areas for further practice.

Homework (10 minutes):

-Assign a short written exercise for homework. Students can write a diary entry about their activities over the weekend, focusing on using the Present Perfect Continuous to describe ongoing actions and their duration.

10. Lesson plan: Past Perfect

Learning Objectives:

-   Define the Past Perfect tense.

-Identify the structure of the Past Perfect using "had" + past participle of the main verb.

-Understand the difference between the Past Perfect and the Simple Past tenses.

-   Use the Past Perfect to talk about actions that happened before another past action.

Lesson Procedure: Introduction (15 minutes):

1.         Warm-up: Start with a timeline activity on the board. Draw two timelines representing different points in the past (e.g., childhood, teenage years). Ask students to write down events that happened in each period. This activates prior knowledge of past events.

2.         Lead-in: Introduce the concept of the Past Perfect tense. Explain that it focuses on completed actions that happened before another past action. Briefly discuss the sequence of events in the past.

Presentation (25 minutes):

1.         Form:

-Present the structure of the Past Perfect using "had" + past participle of the main verb. ---- --Explain subject-verb agreement for "had."

-Provide examples on the board (e.g., I had eaten breakfast before I left for school. She had never been to Paris before her trip last year.).

2.         Time expressions:

-Introduce common time expressions used with the Past Perfect, such as before, after, by the time, until, etc.

-Explain how these expressions help establish the sequence of events and clarify which action happened first.

-Use examples on the board (e.g., By the time I arrived, the movie had already started. She didn't go swimming because she hadn't finished her homework yet.).

3.         Comparison with Simple Past:

-Use a table or Venn diagram to compare and contrast the Past Perfect and Simple Past tenses. Highlight the key differences in terms of time reference and sequence of events, using clear examples.

Practice (40 minutes):

1.         Controlled Practice: Distribute a handout with various exercises, including:

-Gap-fill exercises where students choose between the Past Perfect and Simple Past tenses to complete sentences that involve a sequence of events.

-Sentence ordering activities where students reorder a set of sentences using the Past Perfect and Simple Past tenses to create a coherent story about past events. -Matching exercises where students match sentences in the Simple Past to their corresponding reasons or consequences expressed in the Past Perfect.

2.         Guided Production:

-Project a set of pictures or short narratives with missing information about the sequence of events.

-Divide students into pairs or small groups. Students discuss the pictures/narratives, using the Past Perfect and Simple Past tenses to reconstruct the sequence of events and explain the cause-and-effect relationships between them.

-The teacher monitors the discussions and offers corrective feedback as needed.

3.         Freer Production:

-Ask students to write a short paragraph individually about a past experience that involved a sequence of events. Encourage them to use the Past Perfect and Simple Past tenses appropriately to narrate the story and establish the order of events. Conclusion (10 minutes):

1.         Review: Briefly summarize the key points covered in the lesson, including the form, function, and time expressions used with the Past Perfect tense. Encourage students to refer to the reference books ([Title of Reference Book 1] and [Title of Reference Book 2] - optional) for further explanation and examples.

2.         Assessment:

-Distribute a short exit ticket with a few scenarios involving a sequence of events. Students need to write sentences using the Past Perfect and Simple Past tenses to describe the events in the correct order.

-Collect the exit tickets to assess understanding and identify areas for further practice.

Homework (10 minutes):

-Assign a short writing exercise for homework. Students can write a story about a time they had a close call or a missed opportunity, using the Past Perfect and Simple Past tenses to narrate the events and highlight the importance of the sequence.

11. Lesson plan: Past Perfect Continuous

Learning Objectives:

-Define the Past Perfect Continuous tense.

-Identify the structure of the Past Perfect Continuous using "had been" + present participle of the main verb.

-Understand the difference between the Past Perfect Continuous and the Past Perfect Simple tenses.

-Use the Past Perfect Continuous to talk about actions that began in the past, continued for a certain duration, and ended before another past action.

Introduction (15 minutes):

1.         Warm-up: Start with a brainstorming activity. Ask students to share things they had been doing for a while before a specific event in their past (e.g., studying for an exam, preparing for a trip, waiting for a friend).

2.         Lead-in: Introduce the concept of the Past Perfect Continuous tense. Explain that it focuses on actions that started in the past, continued for a certain duration, and were completed before another past event.

Presentation (25 minutes):

1.         Form:

-Present the structure of the Past Perfect Continuous using "had been" + present participle of the main verb. Explain subject-verb agreement for "had."

-Provide examples on the board (e.g., I had been studying English for two years before I moved abroad. She had been waiting in line for over an hour when the store finally opened.).

2.         Time expressions:

-Introduce common time expressions used with the Past Perfect Continuous, such as for, since, all day/week/month, how long + had been, etc.

-Explain how these expressions emphasize the duration of the action before the other past event.

-Use examples on the board (e.g., It had been raining for hours before the storm arrived. - They had been working on the project for weeks when they finally finished.).

3.         Comparison with Past Perfect Simple:

-Use a table or Venn diagram to compare and contrast the Past Perfect Continuous and Past Perfect Simple tenses. Highlight the key differences in terms of action duration and the emphasis on the completion before another past event, using clear examples. Practice (40 minutes):

1.         Controlled Practice: Distribute a handout with various exercises, including:

-Gap-fill exercises where students choose between the Past Perfect Simple and Past Perfect --Continuous tenses to complete sentences that involve a sequence of events with emphasis on duration.

-Timeline activities where students order a set of sentences using the Past Perfect Simple and Past Perfect Continuous tenses to create a timeline of events in the past, highlighting the ongoing nature of some actions.

-Sentence transformation exercises where students rewrite sentences in the Past Perfect - Simple tense to the Past Perfect Continuous, focusing on emphasizing the duration of the action before another past event.

2.         Guided Production:

-Project a set of pictures or short narratives with missing information about the sequence and duration of events.

-Divide students into pairs or small groups. Students discuss the pictures/narratives, using the Past Perfect Simple and Past Perfect Continuous tenses to reconstruct the sequence of events and describe how long certain actions had been ongoing before another past event. -The teacher monitors the discussions and offers corrective feedback as needed.

3.         Freer Production:

-Ask students to write a short paragraph individually about a past experience that involved a sequence of events with an emphasis on duration. Encourage them to use the Past Perfect Simple and Past Perfect Continuous tenses appropriately to narrate the story, establish the order of events, and highlight how long certain actions lasted.

Conclusion (10 minutes):

1.         Review: Briefly summarize the key points covered in the lesson, including the form, function, and time expressions used with the Past Perfect Continuous tense. Encourage students to refer to the reference book (optional) for further explanation and examples.

2.         Assessment:

-Distribute a short exit ticket with a few scenarios involving a sequence of events. Students need to write sentences using the Past Perfect Simple and Past Perfect Continuous tenses to describe the events, emphasizing the duration of some actions.

-Collect the exit tickets to assess understanding and identify areas for further practice.

Homework (10 minutes):

-Assign a short writing exercise for homework. Students can write a story about a time they overcame a challenge, using the Past Perfect Continuous to.

12.   First intermediate control task

13.   Lesson plan: Be going to

Learning Objectives:

-Define the function of the "be going to" future tense.

-Identify the structure of "be going to" using "am/is/are" + "going to" + base verb.

-Use "be going to" to talk about future plans, predictions, and intentions.

-Form affirmative, negative, and interrogative sentences using "be going to." Lesson Procedure:

Introduction (15 minutes):

1.         Warm-up: Play a quick brainstorming game. Ask students to share things they have planned for the upcoming weekend or the next week. This activates prior knowledge about future plans.

2.         Lead-in: Introduce the concept of "be going to" as a way to talk about future plans and intentions. Explain that it's different from the Simple Future tense, which focuses on factual predictions.

Presentation (25 minutes):

1.         Form:

-Present the structure of "be going to" using "am/is/are" + "going to" + base verb. Explain subject-verb agreement for "am," "is," and "are."

-Provide examples on the board (e.g., I am going to travel to Italy next summer. She is going to visit her grandparents this weekend.).

2.         Contractions:

-Briefly introduce contractions for "be going to" (e.g., I'm going to = I'm gonna, She's going to = She's gonna).

3.         Affirmative, Negative, and Interrogative Sentences:

-Explain how to form negative sentences using "not" after "going to" (e.g., I am not going to stay late today.).

-Show how to form questions by inverting the subject and "be going to" (e.g., Are you going to watch the movie tonight?).

4.         Time Expressions:

-Introduce common time expressions used with "be going to," such as tomorrow, next week, in a few minutes, etc.

-Explain how these expressions help specify the timeframe for the future plans or intentions.

Practice (40 minutes):

1.         Controlled Practice: Distribute a handout with various exercises, including:

-Gap-fill exercises where students choose the correct form of "be going to" (affirmative, negative, or interrogative) to complete sentences about future plans. -Matching exercises where students match sentences about future plans with corresponding time expressions.

-Sentence transformation exercises where students rewrite sentences in the Simple Future tense to "be going to" and vice versa, highlighting the difference in meaning.

2.         Guided Production:

-Project a set of pictures or prompts related to future plans (e.g., traveling, going to a concert, studying).

-Divide students into pairs or small groups. Students discuss the pictures/prompts, using "be going to" to talk about their own plans, predictions, and intentions related to the prompts.

-The teacher monitors the discussions and offers corrective feedback as needed.

3.         Freer Production:

Ask students to write a short paragraph individually about their plans for the next week or upcoming holiday. Encourage them to use "be going to" to express their intentions and use time expressions to specify the timeframe. Conclusion (10 minutes):

1.         Review: Briefly summarize the key points covered in the lesson, including the form, function, and time expressions used with "be going to." Encourage students to refer to the reference books

([Title of Reference Book 1] and [Title of Reference Book 2] - optional) for further explanation and examples.

2.         Assessment:

-Distribute a short exit ticket with a few prompts or scenarios related to future plans. -Students need to write sentences using "be going to" to express their intentions or predictions.

-Collect the exit tickets to assess understanding and identify areas for further practice. Homework (10 minutes):

Assign a short writing exercise

14. Lesson plan: Present tenses for the future

Learning Objectives:

-Distinguish between the two main present tenses used to talk about the future: "be going to" and the Simple Present.

-Identify the structure and function of each tense

-   Use "be going to" to express future plans and intentions.

-   Use the Simple Present to talk about scheduled events and general truths about the future.

Lesson Procedure:

Introduction (15 minutes):

1.         Warm-up: Play a quick game of "This or That" with future scenarios. Ask students to choose between two options related to future events (e.g., "This weekend, will you go to the beach or stay home?"). This activates prior knowledge about talking about the future.

2.         Lead-in: Introduce the concept of using the present tense to talk about the future. Explain there are two main ways: "be going to" and the Simple Present. Briefly discuss the difference between planned/intended future actions ("be going to") and scheduled events or general truths about the future (Simple Present).

Presentation (25 minutes):

1.         "Be Going To":

-Present the structure of "be going to" using "am/is/are" + "going to" + base verb. Explain subject-verb agreement for "am," "is," and "are."

-Provide examples on the board focusing on future plans and intentions (e.g., I am going to visit my grandparents next summer. They are going to watch a movie tonight.).

2.         Simple Present:

-Explain how the Simple Present tense can be used to talk about future events that are already scheduled or part of a regular timetable (e.g., The train leaves at 8:00 pm. My class starts at 9:15 am tomorrow.).

-Briefly mention how it can also be used for general truths about the future (e.g., The sun rises in the east.).

3.         Comparison:

-Use a table or Venn diagram to compare and contrast "be going to" and the Simple Present. -Highlight the key differences in terms of planned actions vs. scheduled events and general truths, using clear examples. Practice (40 minutes):

1.         Controlled Practice: Distribute a handout with various exercises, including:

-Sentence discrimination exercises where students choose between "be going to" or the Simple Present to complete sentences depending on the context (future plan vs. scheduled event).

-Matching exercises where students match sentences about future events with prompts indicating whether they are plans ("be going to") or scheduled events (Simple Present). -Short reading comprehension passages with future events. Students identify whether the sentences use "be going to" or the Simple Present and explain their reasoning.

2.         Guided Production:

-Project a set of mixed prompts or pictures related to future events (e.g., a concert poster, a calendar with marked dates, a travel brochure).

-Divide students into pairs or small groups. Students discuss the prompts, using both "be going to" and the Simple Present to talk about their plans, intentions, and scheduled events related to the prompts.

3.         Freer Production:

-Ask students to write a short paragraph describing their plans for the upcoming week and their daily schedule for the next day. Encourage them to use both "be going to" and the Simple Present appropriately.

Conclusion (10 minutes):

1.         Review: Briefly summarize the key points covered in the lesson, including the difference between "be going to" and the Simple Present for talking about the future. Encourage students to refer to the reference book (optional) for further explanation and examples.

2.         Assessment:

-Distribute a short exit ticket with a few scenarios or prompts related to the future. Students need to write sentences using "be going to" or the Simple Present depending on whether it's a planned action or a scheduled event.

-Collect the exit tickets to assess understanding and identify areas for further practice.

Homework (10 minutes):

-Assign a short writing task. Students can create a dialogue between two friends discussing their plans for the weekend and mentioning

15. Lesson plan: The verb have

Learning Objectives:

- Recognize and identify different functions of the verb "have" in sentences.

-Conjugate "have" in the present simple, present continuous, and present perfect tenses.

-Use "have" to express possession, actions, and states of being.

Lesson Procedure: Introduction (15 minutes):

1.         Warm-up: Play a quick game of "Simon Says" with actions students "have" (have a book, have a pen, etc.) and actions they don't "have" (have a car, have a dog, etc.). This activates prior knowledge of the word "have."

2.         Lead-in: Introduce the verb "have" and explain its versatility in English. Briefly discuss how it can be used for possession, actions, and states of being. Demonstrate this with a few examples on the board (e.g., I have a cat. She has breakfast at 8 am. They are having a meeting.).

Presentation (25 minutes):

1.         Functions of "Have":

Distinguish between the three main uses of "have":

-Possession (e.g., I have a pencil. He has a blue shirt.)

-Actions (e.g., We have lunch at noon. She has a shower in the morning.)

-States of being (e.g., I have a headache. They have a good time.) Use visuals like pictures or flashcards to illustrate each function.

2.         Conjugating "Have":

Introduce the present simple, present continuous, and present perfect tenses of "have" with their respective conjugations:

-Present Simple: have/has + base verb (I have a book. She has lunch at 1 pm.)

-Present Continuous: am/is/are having + present participle (We are having a meeting. They are having dinner.)

-Present Perfect: have/has + past participle (I have eaten breakfast. She has finished her homework.)

Provide clear examples on the board for each tense and function.

Practice (40 minutes):

1.         Controlled Practice: Distribute a handout with various exercises, including:

-Sentence completion exercises where students choose the correct form of "have" (present simple, present continuous, present perfect) to complete sentences depending on the context.

-Matching exercises where students match sentences using "have" in different tenses with their corresponding pictures or definitions (possession, action, state of being). -Transformation exercises where students rewrite sentences in one tense of "have" to another tense, maintaining the original meaning.

2.         Guided Production:

-Divide students into pairs or small groups. Show them a set of pictures or provide prompts related to possession, actions, and states of being.

-Students discuss the pictures/prompts using the verb "have" in different tenses to describe what they see, what they are doing, or how they feel.

3.         Freer Production:

Ask students to write a short paragraph about their daily routine. Encourage them to use the verb "have" in various tenses to describe what they have, what actions they take throughout the day, and how they feel at different times.

Conclusion (10 minutes):

1.         Review: Briefly summarize the key points covered in the lesson, including the different functions of "have" and its conjugations in various tenses. Encourage students to practice using "have" in different contexts.

2.         Assessment:

-Distribute a short exit ticket with a few scenarios or prompts. Students need to write sentences using the verb "have" in the appropriate tense to express possession, an action, or a state of being.

-Collect the exit tickets to assess understanding and identify areas for further practice.

Homework (10 minutes):

-Assign a short writing activity. Students can write a short dialogue between two friends talking about their belongings, their plans for the evening, and their feelings about a recent event. Encourage them to use the verb "have" in various tenses throughout the dialogue.

16. Lesson plan: Modal verbs.Ability: can ,could and able to

Learning Objectives:

-Define and differentiate between the modal verbs "can," "could," and "be able to." -Identify the structure of each modal verb with the base verb.

-   Use "can" to express general ability in the present and future.

-   Use "could" to express past ability, permission, or polite requests.

-   Use "be able to" to express general ability with emphasis or future ability planned in advance.

Lesson Procedure:

Introduction (15 minutes):

1.         Warm-up: Play a quick "Can You?" game. Ask students questions about their abilities (e.g., Can you touch your toes? Can you speak another language?). This activates prior knowledge about abilities.

2.         Lead-in: Introduce the concept of modal verbs of ability. Explain that these verbs help us express our capabilities. Briefly discuss the three main ones: "can," "could," and "be able to." Presentation (25 minutes):

1.         Can:

 -Define "can" and explain its use to express general ability in the present and future (e.g., I  can speak English. She can play the piano.).

-Show the structure: can + base verb (no "s" for third person singular).

                         Provide positive and negative examples on the board.

2.         Could:

Define "could" and explain its multi-functionality:

-Past ability (e.g., When I was young, I could run very fast.)

-Permission seeking (e.g., Could I borrow your pen?)

-Polite requests (e.g., Could you please open the window?) Maintain the same structure: could + base verb.

Use examples on the board to illustrate each function.

3.         Be Able To:

Define "be able to" and explain its use to express:

-General ability, often with emphasis (e.g., I am able to lift this heavy box.)

-Planned future ability (e.g., I will be able to visit my family next summer.) Show the structure: be + able to + base verb.

Provide examples on the board demonstrating both uses.

Practice (40 minutes):

1.         Controlled Practice: Distribute a handout with various exercises, including:

-Gap-fill exercises where students choose the correct modal verb ("can," "could," or "be able to") to complete sentences about abilities.

-Matching exercises where students match sentences with different modal verbs to corresponding pictures or situations (present ability, past ability, permission, request, planned future ability).

-Transformation exercises where students rewrite sentences changing the modal verb and tense to express a different nuance of ability (e.g., I can swim well. -> When I was young, I could swim very well.).

2.         Sentence Scramble:

-Write sentences using "can," "could," and "be able to" on separate strips of paper or flashcards.

-Divide students into pairs or small groups. Students unscramble the sentence strips to form grammatically correct sentences about abilities.

3.         Role-Playing:

-Provide students with different scenarios requiring the use of modal verbs for ability (e.g., asking permission to borrow something, offering help with a task, talking about future plans).

-Students role-play the scenarios in pairs, using the appropriate modal verb to express their abilities or requests. Conclusion (10 minutes):

1.         Review: Briefly summarize the key points covered in the lesson, including the function and structure of each modal verb ("can," "could," and "be able to"). Encourage students to ask questions for clarification.

2.         Assessment:

-Distribute a short quiz with a mix of questions. Students might need to identify the correct modal verb for a given situation, choose the grammatically correct sentence, or write a sentence using a specific modal verb to express their ability.

-Collect the quizzes to assess understanding and identify areas that may require further practice.

Homework (10 minutes):

1. Short Writing Task: Ask students to write a short paragraph about their abilities and how

17. Lesson plan: Possibility and certainty: may, might, could, must. Necessity: must, have to, should, ought to, had better and be supposed to

Learning Objectives:

-   Differentiate between possibility and certainty using modal verbs.

-   Use "may," "might," and "could" to express varying degrees of possibility.

-   Use "must" to express certainty or strong obligation.

-Recognize the difference between necessity and obligation using modal verbs.

-Use "must," "have to," "should," "ought to," "had better," and "be supposed to" to express different degrees of necessity and obligation.

Lesson Procedure:

Introduction (15 minutes):

1.         Warm-up: Play a quick prediction game. Ask students to guess what might happen in different scenarios (e.g., It's raining heavily. What might happen next?). This activates prior knowledge about possibility.

2.         Lead-in: Introduce the concept of modal verbs used to express possibility and certainty. Briefly discuss the difference between these concepts and how modal verbs can help us express them.

Presentation (25 minutes):

1.         Possibility:

-Define "may," "might," and "could" as modal verbs of possibility.

-Explain the varying degrees of possibility they express (may - more likely, might - less likely, could - neutral).

-Provide examples on the board (e.g., It may rain today. He might win the race. They could be at the library.).

2.         Certainty:

-Define "must" as a modal verb of certainty or strong obligation.

-Use clear examples to distinguish it from possibility (e.g., It must be raining outside. (certainty) vs. It may be raining outside. (possibility)).

3.         Necessity vs. Obligation:

Introduce the difference between necessity (something absolutely needs to be done) and obligation (a strong feeling or belief that something should be done). Discuss various modal verbs used to express necessity and obligation:

-Strong Necessity: must, have to (e.g., You must wear a seatbelt. We have to finish this project by tomorrow.)

-Advice/Recommendation: should, ought to (e.g., You should eat breakfast. You ought to study more for the exam.)

-Strong Recommendation/Warning: had better (e.g., You had better finish your homework before you go out.)

-Expectation/Belief: be supposed to (e.g., The meeting is supposed to start at 10 am.) Practice (40 minutes):

1.         Controlled Practice: Distribute a handout with various exercises, including:

-Sentence completion exercises where students choose the correct modal verb (possibility vs. certainty, necessity vs. obligation) to complete sentences based on context. -Matching exercises where students match sentences with modal verbs to scenarios or pictures depicting possibility, certainty, necessity, or obligation.

-Transformation exercises where students rewrite sentences changing the modal verb to express a different degree of possibility, certainty, necessity, or obligation.

2.         Sentence Scramble (Optional):

Write sentences using various modal verbs from the lesson on separate strips of paper. Divide students into pairs or small groups. Students unscramble the sentence strips to form grammatically correct sentences expressing possibility, certainty, necessity, or obligation.

3.         Role-Playing:

-Provide students with different scenarios requiring the use of modal verbs for possibility, certainty, necessity, and obligation (e.g., giving advice to a friend, making plans with uncertainty about the weather, setting rules or expectations).

-Students role-play the scenarios in pairs, using the appropriate modal verb to express their ideas.

Conclusion (10 minutes):

1.         Review: Briefly summarize the key points covered in the lesson, including the function and difference between modal verbs used for possibility & certainty vs. necessity & obligation.

2.         Assessment:

-Distribute a short quiz with a mix of questions. Students might need to identify the correct modal verb for a given situation, choose the grammatically correct sentence, or write a sentence using a specific modal verb to express possibility, certainty, necessity, or obligation.

-Collect the quizzes to assess understanding and identify areas that may require further practice.

18. Lesson plan: Passive verb form

Learning Objectives:

Define and identify the passive voice.

Understand the difference between active and passive voice sentences.

Recognize when to use the passive voice.

Form the passive voice using different tenses (present simple, past simple, etc.) with the verb "to be" and the past participle.

Lesson Procedure:

Introduction (15 minutes):

1.         Warm-up: Play a quick game of "Who did what?" Show pictures or act out simple actions. Students answer by saying who performed the action (e.g., The girl is kicking the ball. -> The ball is being kicked by the girl.). This activates prior knowledge about sentence structure and agents performing actions.

2.         Lead-in: Introduce the concept of the passive voice as a way to express sentences where the focus is on the object of the action rather than the subject who performs it.

Presentation (25 minutes): 1. Active vs. Passive:

-Write simple sentences on the board in both active and passive voice (e.g., The teacher teaches English. (Active) -> English is taught by the teacher. (Passive)).

Highlight the difference in sentence structure: Subject + Verb + Object (Active) vs. Object + "to be" (past participle) + By + Subject (Passive).

-Explain the concept of the agent (who performs the action) in the passive voice, introduced by "by."

2.         Forming the Passive:

-Present the structure of the passive voice using different tenses of "to be" + the past participle of the main verb (e.g., is/was/will be + taught).

-Provide examples on the board focusing on various tenses in the passive voice (present simple, past simple, future simple, etc.).

3.         When to Use Passive:

Briefly discuss situations where using the passive voice might be preferable:

-When the focus is on the object or the recipient of the action.

-When the agent performing the action is unknown or unimportant.

-To create a more formal tone.

Practice (40 minutes):

1.         Controlled Practice: Distribute a handout with various exercises, including:

-Sentence identification exercises where students identify sentences in active or passive voice.

-Matching exercises where students match passive voice sentences to their corresponding active voice counterparts.

2.         Sentence Scramble (Optional):

-Write active and passive voice sentences on separate strips of paper.

-Divide students into pairs or small groups. Students unscramble the sentence strips to form grammatically correct sentences in either active or passive voice.

3.         Passive Voice News Headlines:

-Project a few news headlines written in active voice. Students rewrite the headlines in the passive voice, focusing on the change in emphasis. This can be done individually or as a class discussion.

Conclusion (10 minutes):

1.         Review: Briefly summarize the key points covered in the lesson, including the definition and structure of the passive voice, the difference between active and passive voice sentences, and when to use the passive voice.

2.         Assessment:

-Distribute a short exit ticket with a few scenarios or prompts. Students need to write sentences in the passive voice using the appropriate tense.

-Collect the exit tickets to assess understanding and identify areas for further practice.

Homework (10 minutes):

-Assign a short writing task. Students can write a short paragraph describing a recent event or experience, focusing on using the passive voice in some of their sentences. Encourage them to identify the agent (by whom) when appropriate.

19. Lesson plan: Active and Passive

Learning Objectives:

-Define and differentiate between active and passive voice sentences.

-Identify the subject, verb, and object in both active and passive voice sentences.

-Understand the difference in emphasis between active and passive voice.

- Recognize when to use the appropriate voice for clarity and conciseness.

Lesson Procedure:

Introduction (15 minutes):

1.         Warm-up: Play a quick "Simon Says" game with actions. Students follow your instructions, focusing on the subject performing the action (e.g., Simon says touch your nose). This activates prior knowledge about sentence structure and subjects.

2.         Lead-in: Introduce the concepts of active and passive voice as different ways to express the same idea in a sentence. Briefly discuss the difference in emphasis between the two.

Presentation (25 minutes): 1. Active vs. Passive:

-Write simple sentences on the board in both active and passive voice (e.g., The boy kicks the ball. (Active) -> The ball is kicked by the boy. (Passive)).

Highlight the difference in sentence structure: Subject + Verb + Object (Active) vs. Object + "to be" (past participle) + By + Subject (Passive).

-Explain the role of the subject and object in each voice.

2.         Emphasis and Clarity:

Discuss the difference in emphasis between active and passive voice.

-Active voice emphasizes the subject who performs the action.

-Passive voice emphasizes the object receiving the action.

Provide examples to illustrate how the choice of voice can affect the focus and clarity of the sentence (e.g., The scientist discovered a new cure. (Active, emphasizes the scientist's action) vs. A new cure was discovered by the scientist. (Passive, emphasizes the discovery itself)).

3.         When to Use Each Voice:

Briefly discuss situations where each voice might be preferable:

-Use active voice for clarity and directness when the subject is important.

-Use passive voice when the focus is on the object or the recipient of the action. -Use passive voice when the agent performing the action is unknown or unimportant.

Practice (40 minutes):

1.         Controlled Practice: Distribute a handout with various exercises, including:

-Sentence identification exercises where students identify sentences in active or passive voice..

-Matching exercises where students match sentences to corresponding pictures or situations, identifying the appropriate voice for clarity.

2.         Sentence Scramble (Optional):

-Write active and passive voice sentences on separate strips of paper.

-Divide students into pairs or small groups. Students unscramble the sentence strips to form grammatically correct sentences in either active or passive voice.

3.         News Headline Transformation:

-Project a few news headlines written in one voice (active or passive). Students rewrite the headlines in the other voice, focusing on the difference in emphasis and how it affects the message. This can be done individually or as a class discussion.

Conclusion (10 minutes):

1.         Review: Briefly summarize the key points covered in the lesson, including the definition and structure of active and passive voice, the difference in emphasis, and when to use each voice effectively.

2.         Assessment:

-Distribute a short quiz with a mix of questions. Students might need to identify the voice of a sentence, choose the grammatically correct sentence (active or passive) for a given situation, or rewrite a sentence from one voice to the other.

-Collect the quizzes to assess understanding and identify areas that may require further practice.

Homework (10 minutes):

-Assign a short writing task. Students can write a paragraph about a recent event or activity, consciously using both active and passive voice to convey different aspects of the story. Encourage them to identify the reason for their choice of voice in each sentence.

20. Lesson plan: Verb+infinitive

Learning Objectives:

-Define and identify verb + infinitive constructions.

-Recognize the structure of verb + infinitive with "to" and without "to" (bare infinitive).

-Differentiate between verb + infinitive and gerunds (-ing form).

Lesson Procedure:

Introduction (15 minutes):

1.         Warm-up: Play a quick "What do you like to do?" game. Students answer by saying what they enjoy doing using infinitive phrases (e.g., I like to play games. She likes to read books.). This activates prior knowledge about verbs and infinitive phrases used to express actions.

2.         Lead-in: Introduce the concept of verb + infinitive constructions as a way to express purpose or further information about the main verb.

Presentation (25 minutes):

1.         Structure and Types:

-Define verb + infinitive and show the structure: verb + "to" + base verb (e.g., I want to go home.).

-Briefly introduce the concept of the bare infinitive (without "to") used with some verbs (e.g., I saw him leave.).

-Provide examples on the board for both types of verb + infinitive constructions.

2.         Verbs Followed by Infinitives:

-Introduce a list of common verbs that are typically followed by infinitives (e.g., want, need, decide, promise, offer, agree, refuse, etc.).

-Use example sentences to illustrate the usage of these verbs with infinitives.

3.         Infinitives vs. Gerunds:

-Briefly discuss the difference between verb + infinitive (expressing purpose) and the gerund (-ing form, often used as a noun).

-Provide clear examples to illustrate the difference (e.g., I want to learn English.

(infinitive, purpose) vs. Learning English is fun. (gerund, noun)).

Practice (40 minutes):

1.         Controlled Practice: Distribute a handout with various exercises, including:

-Matching exercises where students match verbs to sentences with appropriate infinitive phrases (with or without "to").

-Sentence completion exercises where students choose the correct verb + infinitive construction (based on tense) to complete sentences.

2.         Sentence Scramble (Optional):

-Write sentences with verb + infinitive constructions on separate strips of paper. -Divide students into pairs or small groups. Students unscramble the sentence strips to form grammatically correct sentences.

3.         Role-Playing:

Provide students with different scenarios requiring the use of verb + infinitive constructions (e.g., asking permission, making offers, expressing desires). Students role-play the scenarios in pairs, using the appropriate verb + infinitive constructions to communicate their ideas.

Conclusion (10 minutes):

1.         Review: Briefly summarize the key points covered in the lesson, including the definition and structure of verb + infinitive constructions (with and without "to"), differentiating them from gerunds, and common verbs followed by infinitives.

2.         Assessment:

-Distribute a short quiz with a mix of questions. Students might need to identify the verb + infinitive construction in a sentence, choose the grammatically correct verb + infinitive to complete a sentence, or write a sentence using a specific verb followed by an infinitive. -Collect the quizzes to assess understanding and identify areas that may require further practice.

Homework (10 minutes):

-Assign a short writing task. Students can write a paragraph about their plans for the weekend or a future vacation. Encourage them to use various verb + infinitive constructions to express their goals, desires, or planned activities.

21. Lesson plan: Question word+to infinitive

Learning Objectives:

-Form wh- questions (who, what, where, when, why, how) using infinitives.

-Recognize the structure of wh- question + infinitive constructions..

-Use wh- questions with infinitives to ask about purpose, reason, or clarification.

Lesson Procedure:

Introduction (15 minutes):

1.         Warm-up: Play a quick question and answer game using wh- questions without infinitives (e.g., What is your name? Where do you live?). This activates prior knowledge about wh- questions.

2.         Lead-in: Introduce the concept of wh- questions with infinitives as a way to ask about purpose, reason, or clarification. Briefly discuss the difference between these questions and questions using "can/could."

Presentation (25 minutes):

1.         Structure and Examples:

-Show the structure of wh- question + infinitive constructions (e.g., Why do you want to travel? When did she decide to leave?).

-Provide examples on the board using different wh- words and verb tenses in the infinitive.

2.         Wh- Questions vs. Can/Could:

-Briefly discuss the difference between wh- questions with "can/could" asking about possibility and wh- questions with infinitives asking about purpose, reason, or clarification.

-Provide contrasting examples (e.g., Can you help me? (possibility) vs. Why do you want me to help you? (purpose)).

3.         Using Infinitives in Answers:

-Highlight that infinitive phrases can also be used in the answers to wh- questions for emphasis or to elaborate (e.g., Why are you studying English? - I am studying English to improve my job prospects.).

Practice (40 minutes):

1.         Controlled Practice: Distribute a handout with various exercises, including:

-Transformation exercises where students rewrite wh- questions using "can/could" to wh- questions with infinitives, maintaining the original meaning.

-Matching exercises where students match wh- question prompts to sentences with infinitive answers that provide purpose or clarification.

-Open-ended wh- question prompts with pictures or scenarios. Students answer the questions using infinitive constructions, explaining their reasoning.

2.         Sentence Prompts (Optional):

-Project or distribute sentence prompts without infinitives. Students take turns creating wh- questions with infinitives based on the prompts (e.g., John left the meeting early. -> Why did John leave the meeting early?).

3.         Role-Playing:

-Provide students with different scenarios requiring wh- questions with infinitives (e.g., asking for clarification on instructions, understanding someone's motives).

-Students role-play the scenarios in pairs, using wh- questions with infinitives to gather information or express confusion.

Conclusion (10 minutes):

1.         Review: Briefly summarize the key points covered in the lesson, including the structure and function of wh- questions with infinitives, the difference between these questions and "can/could" questions, and using infinitives in answers.

2.         Assessment:

-Distribute a short exit ticket with a few wh- question prompts or scenarios. Students need to write questions using infinitives to ask about purpose, reason, or clarification.

Collect the exit tickets to assess understanding and identify areas that may require further practice.

Homework (10 minutes):

-Assign a short writing task. Students can write a short dialogue between two people where one person asks wh- questions with infinitives to understand the other person's plans, decisions, or motivations. Encourage them to use a variety of wh- words and verb tenses.

22. Lesson plan: Adjective+to infinitive

Learning Objectives:

-Recognize the structure of adjective + infinitive constructions.

-Identify adjectives that can be followed by infinitives.

-Understand the function of infinitive phrases after adjectives.

-Use adjective + infinitive constructions to express various ideas such as desire, difficulty, importance, surprise, etc.

Lesson Procedure:

Introduction (15 minutes):

1.         Warm-up: Play a quick game describing objects or people using adjectives (e.g., Show me something big. Tell me about someone interesting.). This activates prior knowledge about adjectives.

2.         Lead-in: Introduce the concept of adjectives followed by infinitive phrases to express characteristics or qualities related to the infinitive action.

Presentation (25 minutes):

1.         Structure and Examples:

-Show the structure of adjective + infinitive constructions (e.g., It is difficult to understand this concept. She is happy to help.).

-Provide examples on the board using different adjectives and verb tenses in the infinitive.

2.         Types of Adjectives:

-Focus on common adjectives that are typically followed by infinitives, categorizing them by the idea they express (e.g., desire: eager, nice; difficulty: hard, difficult, impossible; importance: important, essential; surprise: surprised, amazing). -Provide additional examples for each category.

3.         Function of Infinitives:

-Explain that infinitive phrases after adjectives provide more information about the quality or characteristic described by the adjective.

-They can express the cause of the adjective (e.g., I am happy to see you.) or the result of the adjective (e.g., It is difficult to learn a new language.).

Practice (40 minutes):

1.         Controlled Practice: Distribute a handout with various exercises, including:

-Matching exercises where students match adjectives to sentences with infinitive phrases that best describe the situation.

-Sentence completion exercises where students choose the correct adjective + infinitive construction to complete sentences based on context.

-Transformation exercises where students rewrite sentences to replace a clause with an adjective + infinitive construction (maintaining the meaning).

2.         Sentence Prompts (Optional):

-Project or distribute sentence prompts with adjectives but lacking information about the action. Students expand the sentences using infinitive phrases to explain why something is difficult, important, surprising, etc. (e.g., Studying for the exam is... -> Studying for the exam is stressful to do in such a short time.).

3.         Role-Playing:

-Provide students with different scenarios requiring the use of adjective + infinitive constructions (e.g., expressing a desire to help someone, explaining why a task might be difficult).

-Students role-play the scenarios in pairs, using adjective + infinitive constructions to describe their feelings or the situation.

Conclusion (10 minutes):

1.         Review: Briefly summarize the key points covered in the lesson, including the structure and function of adjective + infinitive constructions, common adjectives used with infinitives, and the different ideas they can express.

2.         Assessment:

-Distribute a short quiz with a mix of questions. Students might need to identify the adjective that best fits the sentence with an infinitive phrase, choose the grammatically correct adjective + infinitive construction, or write a sentence using a specific adjective followed by an infinitive.

-Collect the quizzes to assess understanding and identify areas that may require further practice.

Homework (10 minutes):

-Assign a short writing task. Students can write a paragraph describing their daily routine or activities, incorporating adjective + infinitive constructions to express their feelings or opinions about different tasks (e.g., It is important to wake up early. I find it difficult to exercise every day.).

23. Lesson plan: Used to do and be used to doing

Learning Objectives:

-    Define and differentiate between "used to do" and "be used to doing" constructions.

-    Recognize the structure of both constructions and identify the tense used with the verb.

-    Understand the difference in meaning between past habits/activities ("used to do") and present state of being accustomed to something ("be used to doing").

-    Use "used to do" and "be used to doing" correctly in sentences to talk about past habits and present experiences.

Lesson Procedure:

Introduction (15 minutes):

1.         Warm-up: Play a quick "What did you do...?" game. Ask students questions about their past habits or activities (e.g., What did you do after school when you were younger?). This activates prior knowledge about talking about the past.

2.         Lead-in: Introduce the concept of talking about past habits and present experiences using "used to do" and "be used to doing" constructions.

Presentation (25 minutes):

1.         Structure and Examples:

-Present the structure of "used to do" (past simple tense) and "be used to + present participle" ("-ing" form).

-Provide clear examples on the board contrasting the two constructions (e.g., I used to play video games every day. (past habit) vs. I am used to getting up early. (present experience)).

2.         Meaning and Time Difference:

-Emphasize the difference in meaning: "used to do" talks about past habits or activities that no longer happen or happen less frequently now. "Be used to doing" describes a present state of being accustomed to something that continues to happen.

3.         Timeline Activity (Optional):

Briefly present a timeline chart with past and present sections. Students brainstorm and write examples of activities they "used to do" and things they are "used to doing" now in the corresponding sections.

Practice (40 minutes):

1.         Controlled Practice: Distribute a handout with various exercises, including:

-Sentence completion exercises where students choose the correct form ("used to do" or "be used to doing") and verb tense to complete sentences based on context.

--Matching exercises where students match sentences with "used to do" or "be used to doing" to pictures depicting past or present habits/activities.

-Transformation exercises where students rewrite sentences changing "used to do" to "be used to doing" (or vice versa) while maintaining the overall meaning.

2.         Picture Prompts (Optional):

Project pictures depicting past and present situations or activities. Students discuss the pictures in pairs, using "used to do" and "be used to doing" to describe what might have happened in the past or what is happening now.

3.         Storytelling:

Ask students to work in pairs and create a short story together. The story should involve a character and their habits or experiences that have changed over time. Encourage them to use "used to do" and "be used to doing" to narrate the changes.

Conclusion (10 minutes):

1.         Review: Briefly summarize the key points covered in the lesson, including the structure and meaning difference between "used to do" and "be used to doing" constructions.

2.         Assessment:

-Distribute a short exit ticket with a few scenarios or prompts related to past and present habits/experiences. Students need to write sentences using "used to do" or "be used to doing" to describe the situations.

-Collect the exit tickets to assess understanding and identify areas for further practice.

Homework (10 minutes):

-Assign a short writing task. Students can write a paragraph about a past activity they no longer do and something they have become accustomed to doing recently. Encourage them to use "used to do" and "be used to doing" constructions to express the changes.

24.   Second intermediate control task

Second semester

25.   Lesson plan: Nouns and articles

Learning Objectives:

-Students will be able to identify nouns in simple sentences.

-Students will be able to differentiate between definite (the) and indefinite articles (a/an).

-Students will be able to use articles correctly with singular and plural nouns.

Procedure (90 minutes): Introduction (10 minutes):

1. Warm-up Game (Speaking): Play a simple "I Spy" game. The teacher describes an object in the classroom using an article (e.g., I spy with my little eye something red). Students guess the object by asking questions using "What is it?" Presentation (20 minutes):

1.         Introduce Nouns:

-Show pictures or flashcards of various objects.

-Explain that these are nouns and they name people, places, or things.

-Play a simple matching game where students match the picture to the corresponding word written on the board.

2.         Introduce Articles:

-Show pictures of a single object (e.g., cat) and multiple objects of the same kind (e.g., cats).

-Introduce the definite article "the" and explain it is used to refer to a specific object (e.g., The cat is on the table).

-Introduce the indefinite article "a" (or "an" before a vowel sound) and explain it is used to introduce a non-specific noun for the first time (e.g., I see a cat).

-Use clear pronunciation and emphasize the difference in sound between "a" and "an."

3.         Singular vs. Plural Nouns (Optional):

-Briefly introduce the concept of singular nouns referring to one thing and plural nouns referring to more than one thing (e.g., cat - cats, book - books).

-Explain how articles can be used with both singular and plural nouns (e.g., the cat, the cats, a book, an apple).

Activity 1: Sorting Words (20 minutes):

1.         Divide students into small groups.

2.         Provide each group with a set of word cards or a worksheet with a list of mixed-up words (nouns and other words).

3.         Students work together to sort the words into categories of nouns.

(Optional) Students can use different colored construction paper or markers to create separate sections for nouns.

4.         Once they have identified the nouns, have them practice using articles with each noun (e.g., the cat, a dog).

Activity 2: Sentence Building (20 minutes):

1.         Provide each student with a set of word cards (noun and picture).

2.         Students work individually or in pairs to create simple sentences using the noun and picture on their cards.

3.         Encourage them to use the appropriate article (definite or indefinite) depending on the context. (Optional) The teacher can write some basic sentence structures on the board (e.g., The noun is _ (adjective)_. I see a/an noun.) to guide students.

4.         Students can take turns sharing their sentences with the class, explaining their choice of article. Activity 3: Unscramble the Sentence (20 minutes):

1.         Prepare sentence strips with scrambled words, including nouns and articles (optional).

2.         Students work in pairs or small groups to unscramble the words and form grammatically correct sentences.

3.         Students should pay attention to the article used and discuss why the specific article is appropriate in the sentence.

Wrap-up (10 minutes):

1.         Review the key concepts of nouns and articles through a quick quiz or game.

2.         Play a charades-like game where students take turns acting out nouns without speaking, and the class guesses the word, using the appropriate article (e.g., "the" for a specific object already mentioned).

Homework (10 minutes):

-Assign a worksheet where students identify nouns in simple sentences and circle the correct article (a/an/the).

-Alternatively, students can draw pictures and write sentences describing the objects in their drawings, using articles correctly.

26. Lesson plan: Comparative and superlative ,Adverbs and word order

Learning Objectives:

-Students will be able to identify and use comparative adjectives to compare two things.

-Students will be able to identify and use superlative adjectives to compare three or more things.

-Students will be able to identify adverbs and their function in modifying verbs, adjectives,

Procedure (90 minutes):

Introduction (10 minutes):

1. Warm-up Game (Speaking): Play a quick "Who is...?" or "What is...?" game. Students take turns asking and answering comparative questions about themselves or classroom objects (e.g., Who is taller, you or me? What is the biggest book in the class?). Presentation (25 minutes):

1.         Comparative Adjectives:

-Show pictures of two objects with a clear comparative difference (e.g., tall and short trees).

-Introduce comparative adjectives and explain they are used to compare two things. -Provide examples of adding "-er" to regular adjectives (tall - taller) and using "more" or "less" with irregular adjectives (good - better, bad - worse).

-Show sentence strips with comparative adjectives (e.g., The cat is taller than the dog).

2.         Superlative Adjectives:

-Show pictures of three or more objects with a superlative quality (e.g., fastest runner in a race).

-Introduce superlative adjectives and explain they are used to compare three or more things.

-Explain the formation of superlatives with "-est" for regular adjectives and "most" or "least" for irregular adjectives.

-Show sentence strips with superlative adjectives (e.g., This is the tallest building in the city).

3.         Introduce Adverbs:

-Briefly introduce adverbs as words that modify verbs, adjectives, or other adverbs. -Provide examples of adverbs modifying verbs (e.g., She speaks quickly), adjectives (e.g., It is very hot), and other adverbs (e.g., He ran extremely fast). Activity 1: Sorting and Sentence Building (20 minutes):

1.         Divide students into pairs or small groups.

2.         Provide a set of word cards with adjectives and adverbs or a worksheet with a list of mixed-up words.

3.         Students sort the words into categories: comparative adjectives, superlative adjectives, and adverbs.

4.         Once sorted, students use the words to create sentences, focusing on correct word order with comparative/superlative adjectives and adverbs modifying verbs or adjectives.

Activity 2: Sentence Scramble (20 minutes):

1.         Provide sentence strips with scrambled words, including comparative/superlative adjectives, adverbs, and other sentence components (optional).

2.         Students work in pairs or small groups to unscramble the words and form grammatically correct sentences.

3.         Students discuss the meaning of the sentence and how the comparative/superlative adjective or adverb modifies another word in the sentence.

Assessment (10 minutes):

1.         Conduct a short quiz (optional) to assess students' understanding of comparative/superlative adjectives, adverbs, and word order. The quiz can include multiple-choice questions, sentence completion tasks, or writing their own sentences with the target structures.

2.         Observe student participation in activities and discussions, evaluating their ability to use comparative/superlative adjectives and adverbs correctly.

Wrap-up (5 minutes):

1. Briefly review the key points of comparative and superlative adjectives, adverbs, and their functions in sentences.

Homework (10 minutes):

-Assign a worksheet with exercises on comparative/superlative adjectives and adverbs. Students can fill in the blanks with the correct form, write sentences comparing objects or describing actions with adverbs, or create a short paragraph using the target structures.

13. Сатинова, В.Ф. Читай, изучай, говори: учеб. пособие / В.Ф. Сатинова, В.М. Иванова, М.А. Сыч.

- Минск: Выш. шк., 2002. - 288 с.

14.   Redman, Stuart. English Vocabulary in Use. Pre-intermediate and intermediate / Stuart Redman. - Cambridge University Press, 2009. - 263 p.

15.   O'Connell, Sue. Focus on IELTS / Sue O'Connell. - Pearson Educated Limited, 2008. - 2

 .

27. Lesson plan: Adverbs of degree( very, quite)

Learning Objectives:

-Students will be able to identify adverbs of degree.

-Students will be able to differentiate between the adverbs "very" and "quite" in terms of intensity.

-Students will be able to use "very" and "quite" to modify adjectives and verbs in simple sentences.

Procedure (90 minutes): Introduction (10 minutes):

1. Warm-up Game (Speaking): Play a quick "Simon Says" game with actions. Students follow instructions, but add an adverb of degree beforehand (e.g., Simon Says clap your hands very loudly). This reinforces the concept of modifying actions. Presentation (20 minutes):

1.Introduce Adverbs of Degree:

-Show pictures or flashcards depicting adjectives (e.g., happy, sad).

-Explain that adjectives describe nouns.

-Introduce adverbs of degree as words that modify adjectives or verbs to show intensity or degree.

-Provide examples of adverbs of degree like "very" and "quite."

1."Very" vs. "Quite":

-Use pictures or flashcards with varying levels of an adjective (e.g., happy faces with different smiles).

-Introduce "very" as an adverb intensifying the adjective to a high degree (e.g., He is very happy).

-Introduce "quite" as an adverb intensifying the adjective to a moderate degree (e.g., She is quite happy).

-Highlight the difference in intensity between "very" and "quite" using examples and visuals.

1. Sentence Examples:

-Show sentence strips with examples using "very" and "quite" with adjectives and verbs (e.g., The cat is very sleepy. She speaks quite fast).

-Discuss how the adverbs modify the meaning of the sentence by emphasizing the intensity of the adjective or verb.

Activity 1: Matching Game (20 minutes):

1.         Divide students into pairs or small groups.

2.         Provide two sets of cards: one set with adjectives and the other with adverbs of degree ("very" and "quite").

3.         Students match the adjectives with the appropriate adverbs of degree based on the intensity they convey.

4.         Encourage discussions about the difference in meaning between using "very" and "quite" with the same adjective.

Activity 2: Sentence Building (20 minutes):

1.         Provide each student with a picture or a sentence starter (without an adverb of degree).

2.         Students work individually or in pairs to create sentences using the picture or sentence starter and adding either "very" or "quite" with an appropriate adjective or verb.

3.         Students take turns sharing their sentences and explaining their choice of adverb based on the desired emphasis.

Assessment (10 minutes):

1.         Online Quiz (Optional): Utilize an online quiz platform (Kahoot!, Quizizz, etc.) to create a short quiz with multiple-choice questions or sentence completion tasks testing students' understanding of "very" and "quite" usage.

2.         Sentence Correction: Present a few sentences with incorrect usage of adverbs of degree and have students identify and correct the mistakes. Wrap-up (10 minutes):

1.         Briefly review the key points on adverbs of degree, "very" and "quite," and their function in sentences.

2.         Play a quick game where the teacher says an adjective and students respond with a sentence using either "very" or "quite" with the adjective (e.g., Teacher says: hot. Student says: It is very hot today).

Homework (10 minutes):

Assign a worksheet with exercises on adverbs of degree. Students can:

-Fill in the blanks with "very" or "quite" depending on the context.

-Write sentences describing themselves or their surroundings using "very" and "quite" with adjectives.

-Create a short paragraph using the target structures.

28. Lesson plan: Quite and rather, too, enough

Learning Objectives:

-Students will be able to differentiate between "quite" and "rather" as intensifiers for adjectives.

-  Students will be able to use "too" to express excess.

-  Students will be able to use "enough" to express sufficiency.

-  Students will be able to use these structures correctly in sentences.

Procedure (90 minutes): Introduction (10 minutes):

1. Warm-up Game (Speaking): Play a quick "Rate it!" game. Show pictures of different things (e.g., food, clothes) and ask students to rate them using adjectives (e.g., How delicious is this pizza? It's very delicious!). This activates prior knowledge of adjectives and intensity. Presentation (20 minutes):

1.         Introducing "Quite" & "Rather":

-Show pictures or flashcards depicting adjectives with varying intensity (e.g., happy faces with different smiles).

-Introduce "quite" and "rather" as intensifiers for adjectives.

-Explain that both words increase the strength of the adjective, but "rather" suggests a slightly stronger emphasis.

-Give examples: "She is quite happy." vs. "She is rather happy." (possibly happier).

2.         Introducing "Too":

-Show a picture depicting an excessive amount of something (e.g., overflowing cup of coffee).

-Introduce "too" as an adverb indicating something is more than necessary or desirable. -Provide sentence examples: "There is too much sugar in my coffee." "The movie was too long."

3.         Introducing "Enough":

-Show a picture depicting a sufficient amount of something (e.g., plate with a balanced amount of food).

-Introduce "enough" as an adjective or adverb indicating there is a sufficient amount of something.

-Explain "enough" can be used with nouns (e.g., "Enough food for everyone") or verbs (e.g., "I don't have enough time to finish this").

4.         Sentence Examples:

-Show sentence strips with examples using "quite," "rather," "too," and "enough" (optional).

-Discuss the meaning and function of each word in the sentence. Activity 1: Sentence Scramble (20 minutes):

1.         Divide students into pairs or small groups.

2.         Provide sentence strips with scrambled words, including the target structures and adjectives.

3.         Students unscramble the words and form grammatically correct sentences.

4.         Students discuss the meaning of the sentence and how the chosen word ("quite," "rather," "too," or "enough") affects the overall message.

Activity 2: Dialogue Completion (20 minutes):

1.         Provide short dialogue prompts with blanks where the target structures can be used.

2.         Students work in pairs to complete the dialogue, using "quite," "rather," "too," or "enough" appropriately according to the context.

3.         Encourage students to consider the intensity or sufficiency needed for each situation in the dialogue.

4.         Volunteers can present their completed dialogues to the class.

Assessment (10 minutes):

1.         Online Quiz (Optional): Use a platform like Kahoot! or Quizizz to create a short quiz with multiple-choice questions or sentence completion tasks testing understanding of "quite," "rather," "too," and "enough."

2.         Sentence Correction: Present a few sentences with incorrect usage of the target structures and have students identify and correct the mistakes.

Wrap-up (10 minutes):

1.         Briefly review the key points on "quite," "rather," "too," and "enough" and their function in sentences.

2.         Play a quick game where the teacher says an adjective and students respond with a sentence using one of the target structures (e.g., Teacher says: hot. Student says: It's too hot to go outside!).

Homework (10 minutes):

-Assign a worksheet with exercises on "quite," "rather," "too," and "enough." Students can: -Fill in the blanks with the appropriat

29. Lesson plan: Prepositions of place( in, on, at)

Learning Objectives:

-Students will be able to identify the prepositions "in," "on," and "at."

-Students will be able to differentiate between the uses of "in," "on," and "at" to indicate location.

-Students will be able to use "in," "on," and "at" correctly in simple sentences about location.

Procedure (90 minutes):

Introduction (10 minutes):

1. Warm-up Game (Speaking): Play a simple "Simon Says" game with location instructions.

Students follow commands incorporating prepositions (e.g., Simon Says touch your head on top). This activates prior knowledge of location concepts. Presentation (20 minutes):

1.         Introduce Prepositions of Place:

-Show pictures or flashcards depicting objects in various locations.

-Explain that prepositions of place tell us where something is located. -Introduce the three prepositions: "in," "on," and "at."

2.         Using "In":

-Show pictures of objects contained within something else (e.g., book in a bag, pen in a pocket).

-Explain "in" is used for locations that are enclosed or surrounded by something else. -Provide sentence examples: "The book is in the bag." "The pen is in my pocket."

3.         Using "On":

-Show pictures of objects placed on a surface (e.g., cat on a chair, apple on a table).

-Explain "on" is used for locations that are touching a flat surface.

-Provide sentence examples: "The cat is on the chair." "The apple is on the table."

4.         Using "At":

-Show pictures of objects at specific points or locations (e.g., clock at the wall, students at the desk).

-Explain "at" is used for specific points in time or space, often without physical contact. -Provide sentence examples: "The clock is at the wall." "The students are at the desk."

5.         Sentence Examples:

-Show sentence strips with examples using "in," "on," and "at" in different contexts (optional).

-Discuss the meaning and function of each preposition in the sentence.

Activity 1: Sorting Game (20 minutes):

1.         Divide students into pairs or small groups.

2.         Provide a set of picture cards with objects and separate labeled boxes for "in," "on," and "at." 3. Students sort the pictures into the appropriate boxes based on where the object is typically located.

4. Encourage discussions about the reason for placing each picture in a specific box.

Activity 2: Mime and Guess (20 minutes):

1.         Students take turns acting out the location of an object using gestures (e.g., pretending to hold a book, sitting on a chair).

2.         The other students guess the location using a complete sentence with the appropriate preposition ("in," "on," or "at").

3.         This activity reinforces understanding through movement and speaking.

Assessment (10 minutes):

1.         Online Quiz (Optional): Use a platform like Kahoot! or Quizizz to create a short quiz with multiple-choice questions or picture identification tasks testing understanding of "in," "on," and "at."

2.         Sentence Completion: Provide a few incomplete sentences with blanks requiring the appropriate preposition. Students write the correct preposition to complete the sentence.

Wrap-up (10 minutes):

1.         Briefly review the key points on "in," "on," and "at" and their use for different locations.

2.         Play a quick game where the teacher calls out a location and students respond with an object typically found there, using the correct preposition (e.g., Teacher says: In the classroom. Student says: There are books in the classroom).

Homework (10 minutes):

-Assign a worksheet with exercises on "in," "on," and "at." Students can:

30. Lesson Plan: During or while? By or until? As or like

Learning Objectives:

-Students will be able to differentiate between the uses of "during" and "while" to express time.

-Students will be able to differentiate between the uses of "by" and "until" to express deadlines or time limits.

-Students will be able to differentiate between the uses of "as" and "like" for comparisons and similes.

-Students will be able to use these prepositions correctly in sentences.

Procedure (90 minutes):

Introduction (10 minutes):

1. Warm-up Game (Speaking): Play a quick "Sentence Chain" game. The first student starts with a sentence about their daily routine (e.g., I wake up at 7 am). The next student adds another sentence using a time preposition (e.g., While I am getting ready, I listen to the news). This activates prior knowledge of time expressions.

Presentation (25 minutes):

1.         During vs. While:

-Introduce "during" and "while" as prepositions both used to express time.

-Explain "during" refers to a longer period of time containing an action (e.g., during the meeting).

-Explain "while" focuses on a shorter action happening within a longer period (e.g., while I was waiting, I read a book).

-Provide sentence examples for both prepositions.

2.         By vs. Until:

-Introduce "by" and "until" as prepositions used for deadlines or time limits.

-Explain "by" indicates an action must be completed before a specific time (e.g., Finish your homework by 8 pm).

-Explain "until" indicates an action continues up to a specific time (e.g., The store is open until 10 pm).

-Provide sentence examples for both prepositions.

3.         As vs. Like:

-Introduce "as" and "like" as prepositions used for comparisons.

-Explain "as" is used for formal comparisons or introducing explanations (e.g., He is as tall as his brother).

-Explain "like" is used for informal comparisons or similes (e.g., She runs like the wind). -Provide sentence examples for both prepositions. Activity 1: Sentence Scramble (20 minutes):

1.         Divide students into pairs or small groups.

2.         Provide sentence strips with scrambled words, including the target prepositions and time expressions/comparisons.

3.         Students unscramble the words and form grammatically correct sentences.

4.         Students discuss the meaning of the sentence and how the chosen preposition ("during," "while," "by," "until," "as," or "like") affects the overall message.

Activity 2: Dialogue Completion (20 minutes):

1.         Provide short dialogue prompts with blanks where the target prepositions can be used.

2.         Students work in pairs to complete the dialogue, using the appropriate preposition according to the context.

3.         Encourage students to consider the specific time frame or comparison needed for each situation in the dialogue.

4.         Volunteers can present their completed dialogues to the class.

Assessment (10 minutes):

1.         Online Quiz (Optional): Use a platform like Kahoot! or Quizizz to create a short quiz with multiple-choice questions or sentence completion tasks testing understanding of "during," "while," "by," "until," "as," and "like."

2.         Error Correction: Provide a short paragraph containing several sentences with intentional errors in preposition usage. Students identify and correct the mistakes. Wrap-up (10 minutes):

1.         Briefly review the key points on the target prepositions and their different uses.

2.         Play a quick game where the teacher gives a context (e.g., deadline, time frame, comparison) and students call out the appropriate preposition.

Homework (10 minutes):

Assign a worksheet with exercises on the target prepositions. Students can:

-Fill in the blanks in sentences with the appropriate preposition based on the context.

-Write their own sentences using each preposition in different contexts. -Create a short paragraph comparing two things using "as" or "like."

31. Lesson Plan: Preposition +noun, adjective+ preposition

Learning Objectives:

-Students will be able to identify and use common prepositions that follow nouns

-Students will be able to identify and use common adjectives followed by specific prepositions Procedure (90 minutes): Introduction (10 minutes):

1. Warm-up Game (Speaking): Play a simple "Simon Says" game with location instructions incorporating prepositions (e.g., Simon Says stand next to your chair). This activates prior knowledge of prepositions.

Presentation (25 minutes):

1.         Prepositions Following Nouns:

-Show pictures depicting objects in various locations (e.g., bus stop, window).

-Introduce the concept of prepositions following nouns to describe location or direction. -Present some common prepositions like "in," "on," "at," "behind," "next to," "above," "below."

-Provide sentence examples for each preposition with the pictures (e.g., The bus is at the bus stop. The cat is sitting on the windowsill).

2.         Adjectives + Prepositions:

-Show pictures depicting actions or feelings (e.g., happy person looking at a phone). -Introduce the concept of some adjectives requiring specific prepositions to complete their meaning.

-Present some common adjective + preposition combinations like "excited about,"

"interested in," "good at," "happy with," "tired of."

-Provide sentence examples for each combination with the pictures (e.g., She is excited about going to the beach. He is interested in learning a new language).

Activity 1: Matching Game (20 minutes):

1.         Divide students into pairs or small groups.

2.         Provide two sets of cards: one set with nouns and the other with prepositions typically used after them.

3.         Students match the nouns with the appropriate prepositions to form prepositional phrases that indicate location or direction.

4.         After matching, encourage students to create simple sentences using their prepositional phrases (e.g., The book is on the table).

Activity 2: Sentence Building (20 minutes):

1.         Provide each student with a picture and a set of adjective cards (including those requiring prepositions).

2.         Students work individually or in pairs to create sentences describing the picture.

3.         They should use the picture to choose appropriate adjectives and then combine them with the correct prepositions to complete their sentences (e.g., The man is standing next to a tall tree).

Assessment (10 minutes):

1.         Online Quiz (Optional): Use a platform like Kahoot! or Quizizz to create a short quiz with multiple-choice questions or sentence completion tasks testing understanding of prepositions following nouns and with adjectives.

2.         Sentence Correction: Provide a few sentences with missing prepositions or incorrect preposition use. Students identify the blanks and write the correct preposition to complete the sentence grammatically.

Wrap-up (10 minutes):

1.         Briefly review the key points on prepositions following nouns and with adjectives.

2.         Play a quick game where the teacher says a noun or adjective and students call out a preposition that can follow it (e.g., Teacher says: book. Student says: on).

Homework (10 minutes):

Assign a worksheet with exercises on prepositions following nouns and with adjectives. Students can:

-Fill in the blanks in sentences with the appropriate preposition based on the context (following a noun or adjective).

-Write their own sentences describing people, places, or objects, incorporating prepositional phrases.

-Create a short paragraph using a variety of prepositions following nouns and with adjectives

32. Lesson Plan: Reported Speech

Learning Objectives:

-Students will be able to identify the difference between direct and reported speech.

-Students will be able to identify and use reporting verbs to introduce reported speech

-Students will be able to change pronouns, tenses, and time expressions when converting direct speech to reported speech.

Procedure (90 minutes): Introduction (10 minutes):

1. Warm-up Game (Speaking): Play a quick "Telephone" game. Students whisper a sentence to the person next to them, who whispers it to the next person, and so on. The last person says the sentence aloud. This activity highlights how communication can change slightly when relayed through others.

Presentation (25 minutes):

1.         Direct vs. Reported Speech:

-Begin by presenting a short dialogue with direct speech (e.g., Student 1: "Can I borrow your pen?" Student 2: "Sure, here you go.").

-Explain that direct speech reports the exact words someone said.

-Introduce reported speech as a way to tell someone what another person said without using their exact words.

2.         Reporting Verbs:

-Introduce reporting verbs like "said," "told," "asked," "suggested," "replied," etc.

-Explain that reporting verbs introduce the reported speech and indicate who said it. -Provide sentence examples with different reporting verbs (e.g., He said he was going to be late. She told me to wait for her).

3.         Grammar Changes:

- Briefly explain that some grammatical changes are needed when converting direct speech to reported speech.

-Pronouns might change (e.g., "I" becomes "he/she" if the speaker changes).

-Tenses might change to reflect the time difference (e.g., "will go" becomes "would go").

-Time expressions might need adjustment (e.g., "tomorrow" becomes "the next day").

-Provide clear examples with explanations for each change.

Activity 1: Sentence Transformation (20 minutes):

1.         Divide students into pairs or small groups.

2.         Provide sentences with direct speech.

3.         Students work together to transform the sentences into reported speech, identifying the appropriate reporting verb and making necessary grammatical changes.

4.         Encourage students to discuss the reason behind each change.

Activity 2: Dialogue Role-Play (20 minutes):

1.         Provide short dialogue prompts with direct speech (topics suitable for the class level, e.g., borrowing a book, asking for directions).

2.         Students work in pairs to practice the dialogue, first using direct speech and then converting it to reported speech.

3.         Encourage them to act out the dialogue both ways, focusing on using the correct reported speech structure.

Assessment (10 minutes):

1.         Online Quiz (Optional): Use a platform like Kahoot! or Quizizz to create a short quiz with multiple-choice questions or sentence transformation tasks testing understanding of reported speech.

2.         Short Dialogue Writing: Students write a short dialogue between two people and then rewrite it in reported speech, demonstrating their ability to apply the learned concepts.

Wrap-up (10 minutes):

1.         Briefly review the key points on direct and reported speech, reporting verbs, and grammatical changes.

2.         Play a quick game where the teacher provides a sentence in direct speech and students respond with the reported speech version.

Homework (10 minutes):

Assign a worksheet with exercises on reported speech. Students can:

-Fill in the blanks in sentences with the appropriate reporting verb and make necessary grammatical changes.

-Rewrite short dialogues from direct speech to reported speech.

33. Lesson Plan : Conditionals and wish

Learning Objectives:

-  Students will be able to identify and differentiate between zero conditional, first conditional, and wish sentences.

-Students will be able to use zero conditionals to express general truths and scientific facts.

-Students will be able to use first conditionals to express hypothetical situations and their probable outcomes.

-  Students will be able to use wish sentences to express desires for the present or the future.

-  Students will be able to construct grammatically correct sentences using these structures. Procedure (90 minutes): Introduction (10 minutes):

1.                     Warm-up Game (Speaking): Play a quick "If-Then" game. The teacher starts with "If..." and students take turns completing the sentence with a hypothetical situation (e.g., Teacher: If it rains..., Student: Then I will bring an umbrella). This activates prior knowledge of conditional structures.

Presentation (30 minutes):

2.                     Zero Conditionals:

-Introduce zero conditionals with the structure "If + present simple, present simple." -Explain zero conditionals express general truths, scientific facts, or habits that are always true.

-Use pictures or flashcards to depict examples (e.g., If it rains, the plants grow).

-Provide sentence examples with different contexts (e.g., If you heat water, it boils).

1.    First Conditionals:

-Introduce first conditionals with the structure "If + present simple, will + verb."

-Explain first conditionals express hypothetical situations and their probable outcomes in the future.

-Use pictures or flashcards to depict possible situations (e.g., If I study hard, I will pass the exam).

-Provide sentence examples with positive and negative outcomes (e.g., If you eat too much, you will get sick. If I don't finish my homework, I won't be able to go out).

2.    Wish Sentences:

-Introduce wish sentences with the structure "I wish + past simple/past perfect + could/would + verb."

-Explain wish sentences express desires or regrets about the present or the future. -Provide sentence examples with different tenses (e.g., I wish I knew the answer. I wish I had studied more).

Activity 1: Matching Game (20 minutes):

1.         Divide students into pairs or small groups.

2.         Provide three sets of cards: one set with "If" clauses (present simple), another with possible outcomes (present simple or "will" + verb), and a third with wish sentence beginnings ("I wish").

3.         Students match the "If" clauses with the appropriate outcomes to create first conditional sentences.

4.         Then, they match the wish sentence beginnings with verb phrases to express desires related to the presented situations (e.g., If I study hard, I will pass the exam. / I wish I studied harder for the last exam).

Activity 2: Story Building (20 minutes):

1.         Divide students into small groups or pairs.

2.         Provide each group with a picture or a sentence starter depicting a situation.

3.         Students take turns building a story by adding sentences using zero conditionals (to describe general facts about the situation), first conditionals (to explore potential outcomes), and wish sentences (to express desires related to the situation).

4.         Encourage them to use a variety of vocabulary and grammatical structures.

Assessment (10 minutes):

1.         Online Quiz (Optional): Use a platform like Kahoot! or Quizizz to create a short quiz with multiple-choice questions or sentence completion tasks testing understanding of zero conditionals, first conditionals, and wish sentences.

2.         Sentence Writing: Students write three sentences, one using a zero conditional, one using a first conditional, and one using a wish sentence, based on a provided context.

Wrap-up (10 minutes):

1.         Briefly review the key points on zero conditionals, first conditionals, and wish sentences.

2.         Play a quick game where the teacher provides a situation and students respond with a sentence using the appropriate structure (conditional or wish).

Homework (10 minutes):

Assign a worksheet with exercises on conditionals and wishes. Students can: -Write their own sentences using each

34 .Lesson Plan: Wish and if only

Learning Objectives:

-Students will be able to differentiate between "wish" and "if only" structures for expressing desires.

-Students will be able to use "wish" to express desires about the present or future.

-Students will be able to use "if only" to express regrets about the past.

-Students will be able to construct grammatically correct sentences using these structures. Procedure (90 minutes):

Introduction (10 minutes):

1. Warm-up Game (Speaking): Play a quick "Would you rather?" game with hypothetical situations.

This activates prior knowledge of expressing desires.

Presentation (25 minutes):

1.         Introducing "Wish":

-Introduce "wish" with the structure "I wish + past simple/past perfect + could/would + verb."

-Explain "wish" sentences express desires or hopes about the present or the future.

-Use pictures or flashcards to depict situations (e.g., someone looking at a beach picture). -Provide sentence examples: "I wish I were at the beach." (present) "I wish I had studied more for the test." (future)

2.         Introducing "If Only":

-Introduce "if only" with the structure "If only + past perfect, would have + past participle."

-Explain "if only" sentences express regrets about things that happened (or didn't happen) in the past.

-Use pictures or flashcards to depict situations that could have been different (e.g., someone looking at a failed test).

-Provide sentence examples: "If only I had studied more, I would have passed the test." "If only it hadn't rained, we could have gone to the park."

3.         Contrasting "Wish" and "If Only":

-Highlight the key difference: "wish" for present/future desires, "if only" for past regrets. -Provide a table or chart summarizing the structures and uses.

Activity 1: Matching Game (20 minutes):

1.         Divide students into pairs or small groups.

2.         Provide two sets of cards: one with sentence beginnings using "I wish" and another with situations or actions related to those desires.

3.         Students match the beginnings with the corresponding situations to create complete "wish" sentences.

4.         Repeat the process with a separate set of cards for "if only," focusing on past situations and regrets.

Activity 2: Dialogue Completion (20 minutes):

1.         Provide short dialogue prompts with blanks where "wish" or "if only" can be used.

2.         Students work in pairs to complete the dialogue, considering the context and choosing the appropriate structure.

3.         Encourage them to consider the emotions and motivations behind the characters' wishes or regrets.

4.         Volunteers can present their completed dialogues to the class.

Assessment (10 minutes):

1.         Online Quiz (Choose one platform):

-Kahoot!: Create a short quiz with multiple-choice questions or sentence prompts where students choose "wish" or "if only" and complete the sentence.

-Quizizz: Design a quiz with various question formats, including identifying the correct structure based on a situation or choosing the most suitable completion for a sentence. -Blooket: Create a gamified assessment using different question types (e.g., classic, multiple choice, fill in the blank) to test understanding of "wish" and "if only."

2.         Sentence Writing: Students write two sentences, one using "wish" and one using "if only," based on a given scenario.

Wrap-up (10 minutes):

1.         Briefly review the key points on using "wish" and "if only" for different situations.

2.         Play a quick game where the teacher provides a situation and students call out "wish" or "if only" depending on how they would express a desire or regret about it.

Homework (10 minutes):

Assign a worksheet with exercises on "wish" and "if only." Students can:

-Write a short paragraph about a personal desire or regret, using "wish" or "if only" effectively.

35. Lesson Plan: Linking words ( but, although, in spite of, whereas)

Learning Objectives:

-Students will be able to identify and differentiate between linking words "but," "although," "in spite of," and "whereas."

-Students will be able to use these linking words to connect clauses expressing contrast, concession, or similarity.

- Students will be able to improve the coherence and flow of their writing and speaking. Procedure (90 minutes):

Introduction (10 minutes):

1. Warm-up Game (Speaking): Play a quick "Sentence Chain" game. Students take turns adding sentences to a story, using transition words to connect their ideas. This activates prior knowledge of connecting clauses.

Presentation (20 minutes):

1.         Introducing Linking Words:

-Briefly explain the importance of linking words for connecting ideas and improving sentence flow.

-Introduce the four target linking words: "but," "although," "in spite of," and "whereas."

2.         Using "But" and "Although":

-Present "but" as a linking word to show contrast between two ideas.

-Provide sentence examples: "He studied hard, but he didn't pass the exam."

-Present "although" as a linking word to introduce a contrasting idea, often followed by a concession.

-Provide sentence examples: "Although it was raining, we went for a walk." (We went for a walk despite the rain)

3.         Using "In Spite Of" and "Whereas":

-Introduce "in spite of" to emphasize a contrast despite a challenge or obstacle.

-Provide sentence examples: "In spite of being tired, she finished her work."

-Introduce "whereas" to highlight a contrast by introducing a difference or comparison.

-Provide sentence examples: "She likes reading novels, whereas he prefers biographies." Activity 1: Sentence Scramble (20 minutes):

1.         Divide students into pairs or small groups.

2.         Provide scrambled sentences with clauses missing linking words ("but," "although," "in spite of," or "whereas").

3.         Students unscramble the sentences and identify the most appropriate linking word based on the context.

4.         Encourage them to discuss the difference in meaning created by each linking word choice. Activity 2: Paragraph Completion (20 minutes):

1.         Provide students with a short paragraph with some blanks where linking words can be inserted.

2.         Students work individually or in pairs to complete the paragraph, choosing the most suitable linking words to connect the ideas and improve the flow.

3.         Encourage them to consider the intended emphasis or contrast between the sentences.

Assessment (10 minutes):

1.         Choose one online quiz platform:

-Kahoot!: Create a fun, interactive quiz with multiple-choice questions testing understanding of linking word usage in different contexts.

-Quizizz: Design a quiz with various question formats like identifying the correct linking word or choosing the sentence that best conveys a specific contrast or similarity. -Blooket: Make a gamified assessment using different question types to test linking word knowledge. Consider using "Host Mode" for a live, interactive quiz experience.

-MyQuiz: Create a customizable quiz with various question types and difficulty levels. You can randomize the order of questions and answers for added challenge.

2.         Sentence Correction: Provide a few sentences with incorrect or missing linking words. Students identify the errors and rewrite the sentences with the appropriate linking word.

Wrap-up (10 minutes):

1.         Briefly summarize the key points on using "but," "although," "in spite of," and "whereas" for different contrastive or comparative situations.

2.         Use a slideshow presentation (optional) with visuals and clear examples to reinforce understanding.

3.         Play a quick game where the teacher gives a context (e.g., stating two contrasting facts) and students call out the most suitable linking word.

Homework (10 minutes):

Assign a worksheet with exercises on linking words. Students can:

-Write a short paragraph on a topic of their choice, incorporating the target linking words to connect their ideas effectively.

36.   Lesson Plan: Third intermediate control task

37.   Lesson Plan: Orthographic differences .Double consonants.

Lexical differences. Idioms and expressions, vocabulary, spelling

Learning objectives:

-Students will be able to identify and differentiate between orthographic (spelling) differences between British and American English.

-Students will be able to recognize and understand common double consonant usage in both dialects. -Students will be able to identify and explain lexical differences, including vocabulary, idioms, and expressions, used in British and American English.

Procedure (90 minutes):

Introduction (10 minutes):

1. Warm-up Game (Speaking): Play a quick "Which Country?" game. Show pictures of words with spelling differences (e.g., color vs. colour) and ask students to guess the origin (British vs. American English).

Presentation (30 minutes):

1.         Orthographic Differences:

-Briefly introduce the concept of orthographic differences between dialects.

-Provide examples of common spelling variations (e.g., center vs. centre, favorite vs.

favourite).

-Discuss the reasons behind these differences (historical evolution, pronunciation).

2.         Double Consonants:

-Explain the concept of double consonants and their role in pronunciation and spelling. -Provide examples of words with double consonants that differ between dialects (e.g., travel vs. travel, program vs. programme).

-Discuss the importance of recognizing these variations for accurate spelling.

3.         Lexical Differences:

-Introduce the concept of lexical differences, including vocabulary, idioms, and expressions.

-Provide examples of words with different meanings across dialects (e.g., biscuit vs. cookie, chips vs. crisps).

-Discuss common idioms and expressions specific to each dialect (e.g., "on holiday" vs.

"on vacation," "the tube" vs. "the subway").

Activity 1: Matching Game (20 minutes):

1.         Divide students into pairs or small groups.

2.         Provide two sets of cards: one with words with spelling or vocabulary differences and another with their corresponding dialect (British or American).

3.         Students match the words to the correct dialect, discussing the reasons for the differences.

Activity 2: Sentence Completion (20 minutes):

1.         Provide students with incomplete sentences containing blanks.

2.         Offer a word bank with options that include both British and American variations.

3.         Students choose the most appropriate word based on the context and discuss the differences.

Assessment (10 minutes):

1. Choose one online quiz platform:

-Kahoot!: Create a fun, interactive quiz with multiple-choice questions testing knowledge of spelling and vocabulary differences.

-Quizizz: Design a quiz with various question formats like identifying the correct dialect for a word or choosing the idiomatic expression that matches the meaning. -Blooket: Make a gamified assessment using different question types (e.g., classic, multiple choice, find the imposter) to test understanding of orthographic and lexical variations.

-Conker: Create a branching scenario quiz where students encounter situations requiring them to choose the appropriate word based on the context (British or American English). -Flippity: Utilize this tool to create a digital flashcard set with words on one side and their corresponding dialect or definition on the other side. Students can use this for self-study or review.

Wrap-up (10 minutes):

1.         Briefly review the key points on orthographic and lexical differences between British and American English.

2.         Use a presentation software (optional: Genially) with visuals and clear examples to reinforce understanding.

3.         Play a quick game where the teacher gives a definition or context and students call out the word in either British or American English, depending on the situation. Homework (Optional - 10 minutes):

-Assign a short writing task where students need to compose a paragraph about their daily routine, using a specific dialect (British or American).

-Students can create a short comic strip depicting a funny situation arising from misunderstandings due to dialectal differences.

38. Lesson Plan: Suffixes

Learning objectives:

-  Students will be able to identify and define common suffixes used in English.

-  Students will be able to explain how suffixes change the meaning and part of speech of a word.

-Students will be able to use suffixes to create new words.

Procedure (90 minutes):

Introduction (10 minutes):

1. Warm-up Game (Speaking): Play a quick "Word Chain" game. Students take turns saying words that start with the last letter of the previous word. Introduce the concept of suffixes as letters added to the end of words to create new words.

Presentation (20 minutes):

1.         Introducing Suffixes:

-Define suffixes and explain their role in word formation.

-Use visuals (e.g., charts, diagrams) to present common suffix categories (e.g., verb suffixes, noun suffixes, adjective suffixes).

-Provide examples of how suffixes change the meaning and part of speech of a word (e.g., "play" becomes "player" - noun suffix).

2.         Exploring Suffix Meanings:

-Focus on a few key suffixes and their typical meanings (e. -er [agent], -ment [action/state], -ful [full of], -able [can be]).

-Discuss exceptions and variations in meaning based on the context.

Activity 1: Suffix Sorting (20 minutes):

1.         Divide students into pairs or small groups.

2.         Provide a set of words with different suffixes.

3.         Students sort the words into categories based on the suffix and its meaning (e.g., words ending in - er indicating doers).

4.         Encourage them to discuss the meaning changes and identify any exceptions.

Activity 2: Building Words (20 minutes):

1.         Provide students with base words and a list of suffixes.

2.         Students create new words by adding suffixes and explain the resulting part of speech and meaning change (e.g., "happy" + "-ness" = "happiness" - noun).

3.         Challenge them to use these newly formed words in sentences.

Assessment (10 minutes):

1. Choose one online quiz platform:

-Kahoot!: Create a fun, interactive quiz with multiple-choice questions testing knowledge of suffix meanings and effects on words.

-Quizizz: Design a quiz with various question formats like identifying the correct suffix for a given base word or matching suffixes to their meanings.

-Blooket: Make a gamified assessment using different question types (e.g., classic, multiple choice, find the imposter) to test understanding of suffix usage.

-Conker: Create a branching scenario quiz where students encounter situations requiring them to choose the appropriate word form based on the context (use suffixes to form nouns, verbs, etc.).

-Flippity: Utilize this tool to create a digital flashcard set with base words on one side and their corresponding derived words with suffixes on the other side. Students can use this for self-study or review.

Wrap-up (10 minutes):

1.         Briefly summarize the key points about suffixes and their functions.

2.         Use a presentation software (optional: Genially) with visuals and clear examples to reinforce understanding.

3.         Play a quick game where the teacher gives a definition or base word, and students call out a word formed with a relevant suffix.

Homework (10 minutes):

-Assign a short writing task where students create a short story using a specific number of words with suffixes.

-Students can create a mind map or graphic organizer to showcase different word families formed with a particular suffix.

39. Lesson plan: Formal and informal speech

Learning objectives:

-Students will be able to identify the key differences between formal and informal speech.

-Students will be able to recognize and use appropriate language in different contexts (formal vs.

informal).

- Students will be able to explain the impact of formality on communication. Procedure (90 minutes):

Introduction (10 minutes):

1. Warm-up Activity (Speaking/Brainstorming): Ask students to share different communication situations (e.g., job interview, email to a friend, presentation). Discuss the kind of language they would use in each scenario. Introduce the concept of formality and its role in shaping communication.

Presentation (20 minutes):

1.         Defining Formality:

-Explain the concept of formality in language and its connection to context and audience.

-Use visuals (e.g., chart comparing formal vs. informal features) to illustrate key differences.

-Discuss factors influencing formality like power dynamics (e.g., speaking to a boss vs. a friend) and the purpose of communication (e.g., delivering a lecture vs. having a casual conversation).

2.         Formal Language Features:

-Introduce common features of formal speech and writing (e.g., complete sentences, complex grammar structures, vocabulary with low slang or contractions).

-Provide examples of formal greetings, introductions, and sentence structures.

3.         Informal Language Features:

-Discuss common features of informal speech and writing (e.g., slang, contractions, emojis, shorter sentences).

-Provide examples of informal greetings, expressions, and sentence structures used with friends or family.

Activity 1: Contextual Choice (20 minutes):

1.         Divide students into pairs or small groups.

2.         Provide a worksheet with various communication scenarios (e.g., job application email, text message to a friend, classroom presentation).

3.         Students analyze each scenario and choose the most appropriate language (formal or informal) for each context, justifying their choices.

4.         Encourage discussion about the impact of formality on the message and the audience's perception. Activity 2: Role-Playing (20 minutes):

1.         Divide students into pairs and assign roles for different scenarios (e.g., job interview, conversation with a neighbor).

2.         Students role-play the scenarios, using appropriate formal or informal language based on their assigned roles and the context.

3.         The class observes and provides feedback on the use of formality and its effectiveness in each scenario.

Assessment (10 minutes):

1. Choose one online quiz platform:

-Kahoot!: Create a fun, interactive quiz with multiple-choice questions testing knowledge of formal vs. informal language features.

-Quizizz: Design a quiz with various question formats like identifying the appropriate word choice for a formal situation or matching sentences to their formality level. -Blooket: Make a gamified assessment using different question types (e.g., classic, multiple choice, find the imposter) to test understanding of formal and informal language use in different contexts.

-Conker: Create a branching scenario quiz where students encounter situations and choose the most appropriate response based on formality (formal job interview vs. casual conversation with a friend).

-Flippity: Utilize this tool to create a digital flashcard set with scenarios on one side and appropriate formal or informal responses on the other side. Students can use this for self- study or review.

Wrap-up (10 minutes):

1.         Briefly summarize the key points about formal and informal speech and their appropriate use in different contexts.

2.         Use a presentation software (optional: Genially) with visuals and clear examples to reinforce understanding.

3.         Play a quick game where the teacher gives a context (e.g., giving a presentation), and students call out an appropriate sentence using formal language.

Homework (10 minutes):

-Assign a short writing task where students rewrite a paragraph in both formal and informal styles, highlighting the changes made.

-Students can create a short dialogue showcasing a conversation between two people where formality changes based on the situation (e.g., starting as formal colleagues and ending as casual friends).

40. Lesson Plan: Written and Spoken Language

Learning objectives:

-Students will be able to identify the key differences between written and spoken language.

-Students will be able to recognize and use appropriate features in their writing and speaking based on the context.

- Students will be able to explain the impact of the medium (written vs. spoken) on communication. Procedure (90 minutes):

Introduction (10 minutes):

1. Warm-up Activity (Speaking/Brainstorming): Ask students to share different ways they communicate (e.g., writing a text message, giving a presentation). Discuss the differences between these communication methods. Introduce the concept of written and spoken language and their distinct features.

Presentation (20 minutes):

1.         Distinguishing Written & Spoken Language:

-Explain the differences between written and spoken language, focusing on the medium (visual vs. auditory).

-Use visuals (e.g., Venn diagram) to compare and contrast features of each type of language.

-Discuss factors influencing these differences, such as the need for clarity in writing and the use of nonverbal cues in speaking.

2.         Features of Written Language:

-Introduce common features of written language (e.g., grammatically correct sentences, complex vocabulary, punctuation for clarity).

-Provide examples of written text formats like essays, emails, and formal reports.

3.         Features of Spoken Language:

-Discuss common features of spoken language (e.g., slang, contractions, fillers like "um" and "uh," simple sentence structures).

-Provide examples of spoken language in conversations, lectures, and informal presentations.

Activity 1: Feature Identification (20 minutes):

1.         Divide students into pairs or small groups.

2.         Provide a set of sentences or short text excerpts.

3.         Students analyze the excerpts and identify whether they represent written or spoken language based on the features present.

4.         Encourage them to discuss the reasons behind their choices and the impact of these features on communication.

Activity 2: Contextual Language Choice (20 minutes):

1.         Provide students with a worksheet with various communication scenarios (e.g., writing a formal letter, giving a presentation to classmates, having a casual conversation with a friend).

2.         Students analyze each scenario and choose the most appropriate language features (written or spoken) for each context.

3.         They can rewrite short sentences or phrases to demonstrate how language would differ based on the medium (written vs. spoken). Assessment (10 minutes):

1. Choose one online quiz platform:

-Kahoot!: Create a fun, interactive quiz with multiple-choice questions testing knowledge of written vs. spoken language features.

-Quizizz: Design a quiz with various question formats like identifying the appropriate language for a written document or matching features to their corresponding communication medium.

-Blooket: Make a gamified assessment using different question types (e.g., classic, multiple choice, find the imposter) to test understanding of appropriate language use in written and spoken contexts.

-Conker: Create a branching scenario quiz where students encounter situations and choose the most appropriate way to communicate (write a formal email vs. have a casual conversation).

-Flippity: Utilize this tool to create a digital flashcard set with communication scenarios on one side and appropriate written or spoken language features on the other side. Students can use this for self-study or review.

Wrap-up (10 minutes):

1.         Briefly summarize the key points about written and spoken language and their appropriate use in different contexts.

2.         Use a presentation software (optional: Genially) with visuals and clear examples to reinforce understanding.

3.         Play a quick game where the teacher gives a context (e.g., writing a text message), and students call out an appropriate language feature used in spoken communication.

Homework (10 minutes):

-Assign a short writing task where students write a dialogue suitable for a specific situation (e.g., interview, conversation with a friend). They can then rewrite the dialogue to represent the other communication medium (spoken vs. written).

-Students can create a short infographic explaining the key differences between written and spoken language features.

41. Lesson Plan: Lexical Expansion

Learning objectives:

-Students will be able to identify synonyms and antonyms to expand their vocabulary.

-Students will be able to use synonyms and antonyms effectively in their writing and speaking.

-Students will be able to understand the nuances of meaning between similar words. Procedure (90 minutes):

Introduction (10 minutes):

1. Warm-up Activity (Speaking/Brainstorming): Ask students to share different words they can think of to describe a particular object or feeling (e.g., happy - joyful, glad). Introduce the concept of lexical expansion and its importance for improving communication.

Presentation (20 minutes):

1.         Importance of Lexical Expansion:

-Explain the benefits of having a rich vocabulary and the ability to express oneself precisely.

-Discuss the concept of synonyms (words with similar meanings) and antonyms (words with opposite meanings) as tools for lexical expansion.

2.         Exploring Synonyms:

-Introduce the concept of synonyms and provide examples of synonyms for common words.

-Discuss the importance of choosing the most appropriate synonym based on the context (subtle differences in meaning).

-Briefly touch on thesauruses (both physical and online) as resources for finding synonyms. (Mention Umami as an example)

3.         Exploring Antonyms:

-Introduce the concept of antonyms and provide examples of antonyms for common words.

-Discuss how antonyms can be used to create contrast and emphasis in writing and speaking.

Activity 1: Matching Game (20 minutes):

1.         Divide students into pairs or small groups.

2.         Provide two sets of cards: one with words and another with synonyms or antonyms (depending on the focus).

3.         Students match the words with their corresponding synonyms/antonyms, discussing the nuances of meaning between similar words.

Activity 2: Sentence Completion (20 minutes):

1.         Provide students with a worksheet containing incomplete sentences with blanks.

2.         Offer a word bank with synonyms or antonyms (depending on the focus) for the missing words.

3.         Students choose the most appropriate word based on the context and sentence structure, explaining their reasoning.

Assessment (10 minutes):

1. Choose one online quiz platform:

-Kahoot!: Create a fun, interactive quiz with multiple-choice questions testing knowledge of synonyms and antonyms.

-Quizizz: Design a quiz with various question formats like identifying the synonym/antonym for a given word or using synonyms/antonyms to complete sentences. -Blooket: Make a gamified assessment using different question types (e.g., classic, multiple choice, find the imposter) to test understanding of synonym/antonym usage in context.

-Conker: Create a branching scenario quiz where students encounter situations and choose the most appropriate word (synonym or antonym) to express themselves effectively. -Flippity: Utilize this tool to create a digital flashcard set with words on one side and their synonyms/antonyms on the other side. Students can use this for self-study or review.

Wrap-up (10 minutes):

1.         Briefly summarize the key points about synonyms and antonyms and their role in lexical expansion.

2.         Use a presentation software (optional: Genially) with visuals and clear examples to reinforce understanding.

3.         Play a quick game where the teacher gives a sentence with a blank, and students call out a synonym or antonym that fits the context.

Homework (10 minutes):

-Assign a short writing task where students rewrite a paragraph, replacing some words with synonyms or antonyms to improve vocabulary use and sentence variety.

-Students can create a mind map or graphic organizer showcasing synonyms and antonyms for a particular word, exploring the range of meanings and connotations.

42. Lesson Plan : Gerund

Learning objectives:

-Students will be able to identify and define gerunds.

-      Students will be able to correctly use gerunds in sentences to express actions or states.

-      Students will be able to distinguish between gerunds and infinitives. Procedure (90 minutes):

Introduction (10 minutes):

1. Warm-up Activity (Speaking): Ask students to share activities they enjoy. Brainstorm verbs related to these activities. Introduce the concept of gerunds as verb forms functioning like nouns.

Presentation (20 minutes):

1.         Introducing Gerunds:

-Define gerunds as verb forms ending in "-ing" that act as nouns.

-Provide clear examples of gerunds used in sentences (e.g., "Reading is a good habit"). -Discuss the difference between the action verb and the gerund form (emphasize the noun function).

2.         Using Gerunds:

-Explain how gerunds can function as subjects, objects, or complements of prepositions. -Provide examples for each function (e.g., "Subject: Watching movies is fun." / "Object: I enjoy reading books." / "Complement: She is good at cooking.").

3.         Gerunds vs. Infinitives:

-Briefly introduce infinitives (to + verb) and their function.

-Highlight the key difference: gerunds function as nouns, while infinitives typically function as verbs or verb modifiers.

-Provide contrasting examples (e.g., "I want to read a book" (infinitive) vs. "Reading a book is relaxing" (gerund)).

Activity 1: Gerund Identification (20 minutes):

1.         Divide students into pairs or small groups.

2.         Provide sentences containing both verbs and gerunds.

3.         Students identify the gerunds in each sentence and explain their function (subject, object, complement).

4.         Encourage discussions about how gerunds contribute to sentence meaning and structure.

Activity 2: Sentence Building (20 minutes):

1.         Provide students with a list of verbs and sentence starters without verbs.

2.         Students rewrite the sentences, incorporating the verbs as gerunds to create grammatically correct sentences showcasing different gerund functions.

3.         They can share their sentences with the class, explaining their choices.

Assessment (10 minutes):

1. Choose one online quiz platform:

-Kahoot!: Create a fun, interactive quiz with multiple-choice questions testing identification of gerunds, their function in sentences, and differentiation from infinitives. -Quizizz: Design a quiz with various question formats like identifying the correct gerund form for a verb or completing sentences with appropriate gerunds.

-Blooket: Make a gamified assessment using different question types (e.g., classic, multiple choice, find the imposter) to test understanding of gerund usage and its distinction from infinitives.

-Conker: Create a branching scenario quiz where students encounter situations and choose the most appropriate verb form (gerund or infinitive) to express themselves accurately. -Flippity: Utilize this tool to create a digital flashcard set with sentences with blanks on one side and the missing gerund form on the other side. Students can use this for self-study or review.

Wrap-up (10 minutes):

1.         Briefly summarize the key points about gerunds, their functions, and how they differ from infinitives.

2.         Use a presentation software (optional: Genially) with visuals and clear examples to reinforce understanding.

3.         Play a quick game where the teacher gives a sentence starter (e.g., "I enjoy "), and students call out activities using gerunds to complete the sentence. Homework (10 minutes):

-Assign a short writing task where students write a paragraph about their daily routine, incorporating gerunds to express actions and habits.

-Students can create a short comic strip depicting a situation where using a gerund or infinitive makes a difference in conveying the intended mea

43. Lesson Plan: Gerunds and infinitives

Learning objectives:

-Students will be able to identify and define gerunds and infinitives.

-Students will be able to use gerunds and infinitives correctly in sentences to express actions or states.

-Students will be able to distinguish between gerunds and infinitives based on their function.

Procedure (90 minutes):

Introduction (10 minutes):

1. Warm-up Activity (Speaking/Brainstorming): Ask students to share activities they enjoy and things they want to do. Introduce the concept of verb forms used to express actions and states, mentioning gerunds and infinitives.

Presentation (20 minutes):

1.         Introducing Verb Forms:

-Briefly discuss different verb forms and their functions (e.g., present simple, past continuous).

-Introduce gerunds and infinitives as verb forms with specific uses.

2.         Gerunds:

-Define gerunds as verb forms ending in "-ing" that act as nouns.

-Provide clear examples of gerunds used in sentences (e.g., "Learning English is fun").

-Discuss the different functions of gerunds (subject, object, complement of preposition).

3.         Infinitives:

-Define infinitives as "to + verb" forms that typically function as verbs or verb modifiers. -Provide examples of infinitives used in sentences (e.g., "I want to learn English" - infinitive as verb / "It's easy to understand" - infinitive as modifier).

4.         Gerunds vs. Infinitives:

-Highlight the key difference: gerunds function as nouns, while infinitives typically function as verbs or verb modifiers.

-Use clear contrastive examples (e.g., "Learning English is fun" (gerund - subject) vs. "I want to learn English" (infinitive - verb)).

Activity 1: Gerund or Infinitive? (20 minutes):

1.         Divide students into pairs or small groups.

2.         Provide sentences containing both gerunds and infinitives.

3.         Students identify the verb forms and explain whether they function as gerunds (nouns) or infinitives (verbs/modifiers).

4.         Encourage discussions about how the choice between a gerund or infinitive affects the sentence structure and meaning.

Activity 2: Sentence Completion (20 minutes):

1.         Provide students with a worksheet containing incomplete sentences with blanks.

2.         Offer a word bank with verbs and "to" along with some gerund options.

3.         Students choose the most appropriate form (gerund or infinitive) based on the context and sentence structure to complete the sentences.

4.         They can share their completed sentences and reasoning with the class.

Assessment (10 minutes):

1. Choose one online quiz platform:

-Kahoot!: Create a fun, interactive quiz with multiple-choice questions testing identification of gerunds and infinitives, their function in sentences, and choosing the correct form based on context.

-Quizizz: Design a quiz with various question formats like identifying the missing gerund or infinitive form, rewriting sentences with the appropriate form, or matching verb forms to their function (gerund/infinitive).

-Blooket: Make a gamified assessment using different question types (e.g., classic, multiple choice, find the imposter) to test understanding of gerund and infinitive usage in different contexts.

-Conker: Create a branching scenario quiz where students encounter situations and choose the most appropriate verb form (gerund or infinitive) to express themselves accurately. -Flippity: Utilize this tool to create a digital flashcard set with sentences with blanks on one side and the missing gerund or infinitive form with explanation (gerund as subject/object/complement, infinitive as verb/modifier) on the other side. Students can use this for self-study or review.

Wrap-up (10 minutes):

1.         Briefly summarize the key points about gerunds and infinitives, their functions, and how to distinguish between them.

2.         Use a presentation software (optional: Genially) with visuals and clear examples to reinforce

44. Lesson Plan: Relative clauses

Learning objectives:

-Students will be able to identify and define relative clauses.

-Students will be able to construct grammatically correct sentences using different types of relative clauses (defining and non-defining).

-Students will be able to understand the function of relative clauses in providing additional information about nouns.

Procedure (90 minutes):

Introduction (10 minutes):

1. Warm-up Activity (Speaking/Brainstorming): Show pictures or ask students to describe people they know or places they have visited. Introduce the concept of relative clauses as a way to add more details to descriptions.

Presentation (20 minutes):

1.         Introducing Relative Clauses:

-Define relative clauses as groups of words that provide additional information about a noun (called the antecedent).

-Use visuals (e.g., diagrams) to illustrate the structure of relative clauses (subject, object, etc.) with relative pronouns (who, which, that).

2.         Defining Relative Clauses:

-Explain defining relative clauses, which are essential for identifying the antecedent and cannot be removed without changing the meaning of the sentence.

-Provide examples of sentences with defining relative clauses (e.g., "The book that I borrowed from the library is interesting.").

3.         Non-defining Relative Clauses:

-Explain non-defining relative clauses, which provide additional information but are not essential for identifying the antecedent and can be removed using commas.

-Provide examples of sentences with non-defining relative clauses (e.g., "My friend, who lives in Paris, is visiting next week.").

Activity 1: Identifying Relative Clauses (20 minutes):

1.         Divide students into pairs or small groups.

2.         Provide sentences with and without relative clauses.

3.         Students identify the relative clauses in the sentences and determine if they are defining or non- defining based on their structure and function.

4.         Encourage discussions about how relative clauses help to clarify and elaborate on the information about the antecedent.

Activity 2: Building Sentences (20 minutes):

1.         Provide students with a set of noun phrases and clauses.

2.         Students work in pairs to combine the noun phrases with relative clauses (defining or non- defining) to create grammatically correct sentences.

3.         They can share their sentences with the class, explaining the type of relative clause used and its impact on the sentence structure.

Assessment (10 minutes):

1. Choose one online quiz platform:

-Kahoot!: Create a fun, interactive quiz with multiple-choice questions testing identification of relative clauses (defining/non-defining), choosing the appropriate relative pronoun, and completing sentences with relative clauses.

-Quizizz: Design a quiz with various question formats like identifying the noun a relative clause refers to, rewriting sentences with different relative clauses (defining/non-defining), or matching relative pronouns to their appropriate use cases.

-Blooket: Make a gamified assessment using different question types (e.g., classic, multiple choice, find the imposter) to test understanding of relative clause construction and their role in adding information.

-Conker: Create a branching scenario quiz where students encounter descriptions and choose the most appropriate sentence with a relative clause to provide relevant details. -Flippity: Utilize this tool to create a digital flashcard set with sentences with blanks on one side and the missing relative clause (defining/non-defining) on the other side. Students can use this for self-study or review.

Wrap-up (10 minutes):

1.         Briefly summarize the key points about relative clauses, their types (defining/non-defining), and how they function in sentences.

2.         Use a presentation software (optional: Genially) with visuals and clear examples to reinforce understanding.

3.         Play a quick game where the teacher gives a noun phrase (e.g., "The teacher"), and students take turns calling out relative clauses (defining or non-defining) to complete the sentence.

Homework (10 minutes):

-Assign a short writing task where students rewrite a paragraph from their existing work, incorporating relative clauses to add descriptive details and improve sentence variety. -Students can create a short comic strip showcasing a situation where using a relative clause clarifies the information compared to a simple

45. Lesson Plan: Punctuation

Learning objectives:

-Students will be able to identify and explain the functions of common punctuation marks (period, comma, semicolon, colon, quotation marks).

-Students will be able to use punctuation marks correctly in their writing to improve clarity and meaning.

-Students will be able to recognize the impact of proper punctuation on effective communication.

Procedure (90 minutes):

Introduction (10 minutes):

1. Warm-up Activity (Speaking/Brainstorming): Show students a sentence with missing punctuation or a sentence with incorrect punctuation. Ask them to read it aloud and discuss how the missing/incorrect punctuation affects the meaning.

Presentation (20 minutes):

1.         The Importance of Punctuation:

-Begin by highlighting the importance of punctuation in written communication. -Explain how punctuation marks act like traffic signals, guiding readers and ensuring clarity.

2.         Common Punctuation Marks:

-Focus on the following punctuation marks and their functions:

§   Period (".") - Ends a complete sentence.

§   Comma (",") - Separates items in a list, introduces non-essential clauses, and separates independent clauses in a compound sentence.

§   Semicolon (";") - Separates independent clauses when they are closely related.

§   Colon (":") - Introduces an explanation, list, or quotation.

§   Quotation Marks ("...") - Enclose direct speech and quotations.

-Provide clear visuals (charts or diagrams) to illustrate the functions of each punctuation mark.

-Use real-life examples to demonstrate the impact of punctuation on sentence meaning.

Activity 1: Punctuation Identification (20 minutes):

1.         Divide students into pairs or small groups.

2.         Provide sentences with various punctuation marks or sentences lacking punctuation.

3.         Students identify the punctuation marks and explain their function in the sentence.

4.         For sentences without punctuation, students add the appropriate punctuation marks and justify their choices.

Activity 2: Punctuation in Context (20 minutes):

1.         Provide students with a short passage containing deliberate punctuation errors.

2.         Students work individually or in pairs to rewrite the passage, correcting the punctuation errors and explaining the reasons behind their corrections.

3.         Encourage discussions about how proper punctuation improves the readability and understanding of the text.

Assessment (10 minutes):

1. Choose one online quiz platform:

-Kahoot!: Create a fun, interactive quiz with multiple-choice questions testing identification of punctuation marks, choosing the correct punctuation for a given sentence, and correcting sentences with punctuation errors.

-Quizizz: Design a quiz with various question formats like matching punctuation marks to their functions, identifying misplaced punctuation, or rewriting sentences with the appropriate punctuation.

-Blooket: Make a gamified assessment using different question types (e.g., classic, multiple choice, find the imposter) to test understanding of punctuation usage in different contexts.

-Conker: Create a branching scenario quiz where students encounter passages with missing or incorrect punctuation and choose the most appropriate way to punctuate them for clarity.

Wrap-up (10 minutes):

1.         Briefly summarize the key points about common punctuation marks and their functions.

2.         Use a presentation software (optional: Genially) with visuals and clear examples to reinforce understanding.

3.         Play a quick game where the teacher gives a sentence without punctuation, and students call out the missing punctuation mark and explain its function.

Homework (10 minutes):

-Assign a short writing task where students rewrite a paragraph they have written, focusing on improving their punctuation usage.

-Students can create a short comic strip with dialogue, ensuring proper use of quotation marks and commas for clarity.

46. Lesson plan: Advanced Sentence Structures

Learning objectives:

-Students will be able to identify and analyze complex sentence structures.

-Students will be able to use various advanced sentence structures (e.g., participial phrases, infinitive phrases, adverbial clauses) to enhance their writing and speaking.

-Students will be able to recognize the stylistic effects of different sentence structures.

Procedure (90 minutes):

Introduction (10 minutes):

1. Warm-up Activity (Writing/Brainstorming): Ask students to write short sentences describing a scene or an event. Briefly discuss the limitations of simple sentence structures in conveying complex ideas.

Presentation (20 minutes):

1.         Beyond Basic Sentences:

-Briefly review basic sentence structures (subject-verb, subject-verb-object) and their limitations.

-Introduce the concept of advanced sentence structures for conveying more complex thoughts and relationships between ideas.

2.         Exploring Advanced Structures:

Focus on the following advanced sentence structures and their functions:

§   Participial Phrases: Verb forms acting as adjectives (e.g., "Exhausted from the hike, we reached the campsite").

§   Infinitive Phrases: Verb forms used as nouns, adjectives, or adverbs (e.g., "My goal is to travel the world").

§   Adverbial Clauses: Clauses functioning as adverbs, modifying verbs, adjectives, or other adverbs (e.g., "Although it rained, we continued our journey").

Provide clear examples and visuals (e.g., sentence diagrams) to illustrate each structure.

3.         Stylistic Effects:

-Briefly discuss how advanced sentence structures can enhance writing and speaking. -Explain how they can create variety, emphasize specific ideas, and establish logical relationships between clauses.

Activity 1: Structure Identification (20 minutes):

1.         Divide students into pairs or small groups.

2.         Provide sentences containing various advanced structures (participial phrases, infinitive phrases, adverbial clauses).

3.         Students identify the structures used in each sentence and explain their function (e.g., modifying a noun, expressing purpose, showing contrast).

4.         Encourage discussions about how the structures contribute to the overall meaning and flow of the sentence.

Activity 2: Sentence Reconstruction (20 minutes):

1.         Provide students with simple sentences or short paragraphs.

2.         Challenge them to rewrite the sentences or paragraphs, incorporating advanced structures to make them more complex and engaging.

3.         Students can share their revised versions with the class, explaining the structures they used and their intended effect.

Assessment (10 minutes):

1. Choose one online quiz platform:

-Kahoot!: Create a fun, interactive quiz with multiple-choice questions testing identification of advanced structures, choosing the most appropriate structure for a given sentence, and rewriting sentences with different structures.

-Quizizz: Design a quiz with various question formats like matching sentence structures to their definitions, identifying misplaced structures, or completing sentences with appropriate structures.

-Blooket: Make a gamified assessment using different question types (e.g., classic, multiple choice, find the imposter) to test understanding of using advanced structures to achieve specific stylistic effects.

-Conker: Create a branching scenario quiz where students encounter situations and choose the sentence with the most appropriate advanced structure to convey their message effectively.

Wrap-up (10 minutes):

1.         Briefly summarize the key points about advanced sentence structures and their benefits in communication.

2.         Use a presentation software (optional: Genially) with visuals and clear examples to reinforce understanding.

3.         Play a quick game where the teacher gives a simple sentence, and students take turns calling out ways to make it more complex using advanced structures.

Homework (10 minutes):

-Assign a short writing task where students write a paragraph on a chosen topic, incorporating at least two different advanced sentence structures.

-Students can create a short news report using advanced sentence structures to convey information in a clear and concise way, yet with some stylistic flair.

47. Lesson Plan: American English, Focus on Specific Areas

Learning objectives:

-Students will be able to identify and understand key features of American English in the chosen focus area (e.g., vocabulary, grammar, pronunciation).

- Students will be able to use the target features of American English accurately in their writing and speaking.

-Students will be able to recognize and differentiate between American English and other dialects of English

Procedure (90 minutes):

Introduction (10 minutes):

1. Warm-up Activity (Speaking/Brainstorming): Depending on the chosen focus area, you can conduct a brainstorming activity.

-For vocabulary: Ask students to name words or phrases they associate with American English (e.g., "soccer" vs. "football").

-For grammar: Provide a sentence and elicit discussions on how it might be phrased differently in American English.

-For pronunciation: Play short audio clips showcasing American English pronunciation and ask students to identify any sounds that differ from their own dialect.

Presentation (20 minutes):

1.         Introducing American English:

Briefly introduce the concept of American English as a dialect with distinct features.

Highlight the chosen focus area (vocabulary, grammar, pronunciation) for this session.

2.         Focus Area Deep Dive:

Tailor the presentation to the chosen focus area:

-Vocabulary: Present commonly used American English words and phrases, explaining their meaning and usage with examples. Discuss any cultural references or regional variations.

-Grammar: Explain specific grammar points that differ in American English compared to other dialects (e.g., present perfect continuous tense usage). Provide clear examples and contrast them with standard English grammar rules if applicable.

-Pronunciation: Focus on specific sounds or sound combinations unique to American English. Use audio recordings or videos of native speakers demonstrating the pronunciation.

Activity 1: Recognition and Differentiation (20 minutes):

1.         Divide students into pairs or small groups.

2.         Provide them with sentences or short texts that contain features of American English in the chosen focus area.

-For vocabulary: Sentences with American English words alongside synonyms in other dialects.

-For grammar: Sentences showcasing American English grammar structures contrasted with standard English structures.

-For pronunciation: Audio recordings of sentences spoken in American English and other dialects.

3.         Students analyze the materials and identify the features specific to American English.

4.         Encourage discussions about the impact of these features on communication and understanding. Activity 2: Putting it into Practice (20 minutes):

1. Design an activity that allows students to practice using the target features of American English. -For vocabulary: Provide a writing task where students need to use American English vocabulary words in context. They can rewrite a paragraph, replacing certain words with American English equivalents.

-For grammar: Offer a sentence transformation activity where students rewrite grammatically correct sentences following American English grammar rules. -For pronunciation: Divide students into pairs and assign them short dialogues with American English pronunciation. They can practice reading the dialogues aloud, focusing on the target sounds.

Assessment (10 minutes):

1. Choose one online quiz platform:

-Kahoot!: Create a fun, interactive quiz testing knowledge of the chosen focus area. Include multiple-choice questions, identification tasks (e.g., identifying American English vocabulary words), or audio exercises for pronunciation assessment.

-Quizizz: Design a quiz with various question formats like matching American English words to their definitions, completing sentences with appropriate grammar structures, or identifying pronunciation errors.

-Blooket: Make a gamified assessment using different question types to test understanding and application of the target features.

-Conker: Create a branching scenario quiz where students encounter situations and choose the most appropriate response using American English vocabulary and grammar.

Wrap-up (10 minutes):

1.         Briefly summarize the key points about the chosen focus area of American English.

2.         Use a presentation software (optional: Genially) with visuals and clear examples to reinforce understanding.

3.         Play a quick game to solidify learning.

-For vocabulary: Play "Would you rather?" using American English vocabulary words. -For grammar: Provide sentence starters with missing structures and ask students to complete them using American English grammar rules.

48. Lesson Plan: Fourth intermediate control task

Supplemental Grammar Exercises

Instructions: Choose the best answer for each question.

Part 1: Verb Tenses (10 points)

1.         I usually study English on weekends. o a) am studying (Present Continuous)

o     b) will study (Future Simple) o c) study (Present Simple) o d) studied (Past Simple)

2.         She was cooking dinner when I arrived. o a) cooks (Present Simple) o b) was cooking (Past Continuous) o c) will cook (Future Simple) o d) cooked (Past Simple)

3.         We have visited Italy twice. o a) visit (Present Simple) o b) will visit (Future Simple) o c) have visited (Present Perfect) o d) visited (Past Simple)

4.         They are playing tennis right now. o a) play (Present Simple) o b) will play (Future Simple) o c) are playing (Present Continuous) o d) played (Past Simple)

5.         He wrote a letter yesterday. o a) writes (Present Simple) o b) will write (Future Simple) o c) wrote (Past Simple) o d) has written (Present Perfect)

6.         I am going to visit my family next week.

o     a) go (Present Simple) o    b) went (Past Simple) o    c) am going to (Future Continuous) o    d) have gone (Present Perfect)

7.         She has been working at the company for five years.

o     a) works (Present Simple) o b) worked (Past Simple) o c) will work (Future Simple)

o     d) has been working (Present Perfect Continuous)

8.         We used to live in a small town. o        a) live (Present Simple) o   b) lived (Past Simple) o   c) used to (Past Habitual) o   d) will live (Future Simple)

9.         By the time I get home, they will have finished dinner.

o     a) finish (Present Simple) o b) finished (Past Simple) o c) are finishing (Present Continuous) o d) will have finished (Future Perfect)

10.   If I had studied harder, I would have gotten a better grade.

o     a) study (Present Simple) o b) will study (Future Simple) o c) had studied (Past Perfect)

o     d) studied (Past Simple)

Part 2: Subject-Verb Agreement (5 points)

11.   The books on the shelf are dusty. o a) book (singular) - is (singular) o b) books (plural) - are (plural)

o     c) book (singular) - are (plural) o d) books (plural) - is (singular)

12.   Neither of the students want to take this class. o        a) student (singular) - wants (singular) o   b) students (plural) - want (plural) o    c) student (singular) - want (plural) o          d) students (plural) - wants (singular)

13.   Every child deserves a good education. o a) childs (singular) - deserves (singular) o b) child (singular) - deserves (singular) o c) childs (singular) - deserve (plural) o d) children (plural) - deserves (singular)

14.   Rice and beans is a popular dish in many cultures.

2. Vocabulary Test 14: Multiple Choice

1.   The synonym for "meticulous" is:

•         a) careless

•         b) exacting        c) messy

•         d) speedy

2.   When something is "obsolete," it means it is:

•  a) outdated

•  b) expensive

•  c) essential

•  d) valuable

3.   If someone is "ambiguous," they are:  a) clear and concise

•  b) open to interpretation

•  c) always positive

•  d) very talkative

4.   To "replenish" something means to:

•  a) discard

•  b) rearrange

•  c) refill

•  d) shorten

5.   When something is "fragile," it means it is:

•  a) strong and durable

•  b) easily broken

•  c) very heavy

•  d) extremely loud 6. Someone who is "persistent" is:

•  a) easily discouraged

•  b) determined

•  c) forgetful

•  d) shy

7.         "Serene" describes a feeling of:

•         a) anger

•         b) excitement

•         c) calmness

•         d) sadness

8.         If something is "ambiguous," it might cause:

•         a) happiness

•         b) confusion

•         c) success

•         d) certainty

9.         Someone who is "eloquent" is:       a) quiet and reserved

•         b) fluent and persuasive

•         c) easily frustrated

•         d) clumsy

10.   A "meticulous" person pays close attention to:

•         a) unimportant details

•         b) details

•         c) loud noises

•         d) shortcuts

11.   If something is "obsolete," it is no longer:

•         a) available

•         b) in use

•         c) affordable

•         d) valuable

12.   Someone who is "persistent" does not give up:

•         a) easily  b) easily

•         c) readily

•         d) readily

13.   "Serene" describes a peaceful and:  a) noisy

•         b) tranquil         c) chaotic

•         d) stressful

14.   "Eloquent" speakers use language in a:

•  a) boring way

•  b) clear and powerful way

•  c) confusing way

•  d) hesitant way Answer Key:

1.         (b) exacting

2.         (a) outdated

3.         (b) open to interpretation

4.         (c) refill

5.         (b) easily broken

6.         (b) determined

7.         (c) calmness

8.         (b) confusion

9.         (b) fluent and persuasive

10.   (b) details

11.   (b) in use

12.   (a) easily

13.   (b) tranquil

14.   (b) clear and powerful way

Syntesis test

This test assesses your ability to understand and combine information from different sources. Instructions: Read the passage and questions carefully. Choose the answer that best synthesizes the information presented.

Passage:

A recent study by the National Sleep Foundation found that adults need between 7 and 9 hours of sleep per night for optimal health and well-being. However, a separate study published in the journal "Nature" suggests that individual sleep needs may vary based on genetics. Researchers identified a gene variant associated with a shorter sleep duration without any negative health consequences.

Questions:

1.         What is the main topic of the passage?

o     a) The benefits of napping

o     b) The ideal amount of sleep for everyone o    c) The relationship between genetics and sleep needs o      d) The dangers of sleep deprivation

2.         The passage suggests that:

o     a) Everyone needs exactly 8 hours of sleep.

o     b) People with a specific gene variant can function well on less sleep. o     c) Genetics have no influence on sleep requirements.

o     d) The National Sleep Foundation's recommendation is outdated.

3.         How does the study published in "Nature" complement the National Sleep Foundation's findings? o a) It contradicts them entirely. o b) It suggests a more personalized approach to sleep needs.

o     c) It focuses solely on the negative effects of insufficient sleep.

o     d) It recommends alternative methods for getting enough rest.

4.         Based on the passage, which statement is most likely true?

o     a) Most people should aim for 9 hours of sleep regardless of genetics. o       b) There is a single "perfect" amount of sleep for everyone. o         c) Individual sleep needs may be influenced by genes.

o     d) The National Sleep Foundation's recommendation is inaccurate.

5.         Further research on sleep might explore:

o     a) The best foods to promote healthy sleep. o b) The effectiveness of different sleep aids.

o     c) The interaction of genetics and other factors affecting sleep o     d) How to convince people to sleep more.

Answer Key:

1.         (c) The relationship between genetics and sleep needs

2.         (b) People with a specific gene variant can function well on less sleep.

3.         (b) It suggests a more personalized approach to sleep needs.

4.         (c) Individual sleep needs may be influenced by genes.

5.         (c) The interaction of genetics and other factors affecting sleep

Text 1: Daily Routin

Text: Lisa wakes up at 7:00 am every morning. She takes a shower, gets dressed, and eats breakfast. Then, she leaves for work at 8:00 am. Lisa works at a bakery until 5:00 pm. After work, she goes to the gym three times a week. On weekends, Lisa enjoys spending time with her friends and family.

Tasks:

1.                      What time does Lisa wake up?

2.                      What does Lisa do before she leaves for work?

3.                      What is Lisa's job?

4.                      Does Lisa go to the gym every day?

5.                      What does Lisa like to do on weekends? Answers:

1.         Lisa wakes up at 7:00 am every morning.

2.         Lisa takes a shower, gets dressed, and eats breakfast before she leaves for work.

3.         Lisa works at a bakery.

4.         No, Lisa goes to the gym three times a week.

5.         Lisa likes to spend time with her friends and family on weekends.

Text 2: Habits

Text: My brother, Alex, loves sports. He plays basketball every day after school. He also enjoys watching sports on TV, especially football. On weekends, Alex often goes to the park to play with his friends. He rarely reads books, but he loves listening to music.

Tasks:

1.                      What is Alex's favorite activity?

2.                      Does Alex watch any sports on TV?

3.                      What does Alex do on weekends?

4.                      Does Alex enjoy reading?

5.                      What does Alex like to listen to? Answers:

1.         Alex's favorite activity is playing sports.

2.         Yes, Alex enjoys watching sports on TV, especially football.

3.         On weekends, Alex often goes to the park to play with his friends.

4.         No, Alex rarely reads books.

5.         Alex likes to listen to music.

Text 1: Weekend Activities (Past Simple)

Text: Last weekend, I [past simple verb] with my friends. We [past simple verb] to the park and [past simple verb] a picnic lunch. We [past simple verb] frisbee and [past simple verb] some laughs. In the afternoon, we [past simple verb] to the movies and [past simple verb] a comedy. It was a great weekend!

Task: Describe what you did last weekend using the past simple tense.

Answer Prompt: (Example) Last weekend, I went hiking with my friends. We hiked to a beautiful waterfall and had a picnic lunch there. We played frisbee and had a lot of fun. In the afternoon, we went to the movies and saw a new action film.

Text 2: Learning a New Skill (Present Perfect)

Text: I [present perfect verb] a lot of new things this year. I [present perfect verb] how to cook several delicious meals. I [present perfect verb] also how to play the guitar. It's been challenging, but I [present perfect verb] a lot of progress.

Task: Talk about something new you have learned recently using the present perfect tense.

Answer Prompt: (Example) I've learned a lot of new things this year. I've learned how to bake delicious cookies and cakes. I've also learned how to code a basic website. It's been challenging, but I've made a lot of progress and I'm really happy with what I've learned so far.

Text 3: Favorite Childhood Memory (Past Simple)

Text: One of my favorite childhood memories is [past simple verb] to the beach with my family. We [past simple verb] sandcastles and [past simple verb] in the ocean. We [past simple verb] delicious seafood for dinner. It was a perfect day at the beach.

Task: Share a favorite childhood memory using the past simple tense.

Answer Prompt: (Example) One of my favorite childhood memories is going camping with my family.

We built a campfire and roasted marshmallows. We also went stargazing and saw so many shooting stars. It was a magical experience.

Text 4: Changes Over Time (Present Perfect)

Text: My hometown [present perfect verb] a lot since I was a child. Many new shops and restaurants [present perfect verb] opened. There's also a new park that [present perfect verb] built recently. It's interesting to see how the town [present perfect verb] changed.

Task: Describe how something has changed over time using the present perfect tense. Answer Prompt: (Example) Technology has changed a lot since I was a child. We didn't have smartphones or social media back then. Communication has become much faster and easier with the development of technology.

Prepositions: Mastering the Building Blocks of Sentences

Prepositions are tiny words that pack a big punch! They act as connectors between nouns, pronouns, and verbs, showing the relationship between them in a sentence. Mastering prepositions is essential for speaking and writing clear, grammatically correct English.

Task 1: Identifying Prepositions

•         Look at the following sentences and find the prepositions:

o     The book is on the table. o       I went to the park with my friends.

o     She lives in a small house near the beach.

•         Answers: on, to, with, in, near

Task 2: Choosing the Right Preposition

•         Complete the sentences with the most appropriate preposition:

o     The cat jumped over (on, over) the fence.

o     I received a gift from (by, from) my grandma. o     We are going to the movies at (in, at) 8 pm.

•         Answers: over, from, at

Task 3: Understanding Prepositional Phrases

•         A prepositional phrase consists of a preposition and its object (noun or pronoun). Identify the prepositional phrases in the following sentences: o The children played in the backyard. o The teacher spoke with a clear voice.

o     We arrived at the airport on time.

•         Answers: in the backyard, with a clear voice, at the airport

Task 4: Using Prepositions for Time and Place

•         Fill in the blanks with appropriate prepositions of time or place: o My birthday is in (on, in) July. o The meeting starts at (on, in) 10 am.

o     We are going on vacation to (in, at) Hawaii.

•         Answers: in, at, to

Task 5: Describing Location with Prepositions

•         Use prepositions to describe the location of the objects in the picture (imagine a picture with a desk, chair, lamp, and computer).

•         Answer: The computer is on the desk. The lamp is on the desk next to the computer. The chair is in front of the desk.

Bonus Task:

•         Write a short paragraph using at least five different prepositions.

•         Answer Example: I woke up at sunrise and went for a run in the park. The birds were singing above me, and there were squirrels playing under the trees. I felt happy and energized before heading home to start my day.

By practicing these tasks, you'll gain a strong understanding of prepositions and how they function in English sentences. Remember, prepositions may seem small, but they play a crucial role in conveying meaning and ensuring your sentences are clear and well-structured.

Infinitive vs. Gerund Test

Instructions: Choose the best answer for each question.

1.   I enjoy  to the beach in the summer.

a)   going (gerund)

b)   to go (infinitive)

c)   goes (present simple)

d)   gone (past participle)

2.   We decided  the movie because it had bad reviews.

a)   not watching (gerund)

b)   to not watch (infinitive)

c)   don't watch (present simple)

d)   watched not (incorrect grammar)

3.         It's important         healthy foods.

a)           to eat (infinitive)

b)           eating (gerund)

c)           eats (present simple)

d)           ate (past simple)

4.         She finished    her homework before dinner.

a)           doing (gerund)

b)           to do (infinitive)

c)           did (past simple)

d)           does (present simple)

5.         He is good  repairs around the house.

a)           at doing (gerund phrase)

b)           to do (infinitive)

c)           does (present simple)

d)           doing (present participle)

6.         I would prefer        coffee instead of tea.

a)           to drink (infinitive)

b)           drinking (gerund)

c)           drinks (present simple)

d)           drank (past simple)

7.         Learning a new language requires  a lot of practice.

a)           to do (infinitive)

b)           doing (gerund)

c)           does (present simple)

d)           done (past participle)

8.         We stopped    at the gas station.

a)           to get gas (infinitive)

b)           getting gas (gerund)

c)           got gas (past simple)

d)           to have gotten gas (incorrect grammar)

9.         My brother is planning         to college next year.

a)           go (infinitive)

b)           going (gerund)

c)           goes (present simple)

d)           went (past simple)

10.    They apologized     the inconvenience.

a)           for causing (gerund phrase)

b)           to cause (infinitive)

c)           caused (past participle)

d)           causing (present participle)

11.    She doesn't like      spicy food.

a)           to eat (infinitive)

b)           eating (gerund)

c)           eats (present simple)

d)           ate (past simple)

12.    The best way   a language is to immerse yourself in it.

a)           to learn (infinitive)

b)           learning (gerund)

c)           learns (present simple)

d)           learned (past participle)

13.    My goal is  a doctor.

a)   become (infinitive)

b)   becoming (gerund)

c)   becomes (present simple)

d)   became (past simple)

14.    They suggested      a break.

a)   to take (infinitive)

b)   taking (gerund)

c)   take (present simple)

d)   took (past simple)

15.    I regret  that rude comment.

a)           to say (infinitive)

b)           saying (gerund)

c)           said (past simple)

d)           says (present simple) Answer Key:

1.         (a) going

2.         (a) not watching

3.         (a) to eat

4.         (a) doing

5.         (a) at doing

6.         (a) to drink

7.         (b) doing

8.         (a) to get gas

9.         (a) to go

10.   (a) for causing

11.   (b) eating

12.   (b) learning

13.   (a) to become

Reported Speech Test (15 Multiple Choice Questions) Instructions: Choose the best answer for each question.

1.         "I'm going to the movies tonight," she said.

•         a) She said she went to the movies tonight. (incorrect tense)

•         b) She said she was going to the movies tonight. (correct reported speech)

•         c) She said she will go to the movies tonight. (incorrect tense)

•         d) She is going to the movies tonight. (direct speech)

2.         He asked, "Can you help me?"

•         a) He asked me could I help him. (incorrect word order)

•         b) He wanted to know if I can help him. (indirect but not most concise)

•         c) He inquired whether I could assist him. (formal but not most concise)

•         d) He asked if I could help him. (correct reported speech)

3.         "Don't forget to call your mother," she reminded me.

•         a) She told me not to forget calling my mother. (incorrect verb tense)

•         b) She reminded me not to forget to call my mother. (correct reported speech)

•         c) She said I shouldn't forget to call my mother. (acceptable but not most concise)

•         d) She asked if I forgot to call my mother. (incorrect question)

4.         "The party was a lot of fun," he said.

•         a) He reported that the party had been a lot of fun. (more formal)    b) He said the party was a lot of fun. (correct reported speech)

•         c) He had said the party was a lot of fun. (past perfect - unnecessary)

•         d) He enjoyed the party a lot. (indirect but not most concise)      

5.         "I wish I had studied harder," she said.

•         a) She said she studied hard. (incorrect meaning)  

•         b

 ) She  wished  she had    studied     harder.     (correct    reporte

                                                                                                                    d

                                                                                                          speech)

•         c

                                                                                                              ) She

regretted not studying hard. (indirect but not most concise)

•         d) She would study harder next time. (incorrect tense)

6.         They said, "We will be here tomorrow."

•         a) They said they would be here tomorrow. (correct reported speech)

•         b) They promised to be here tomorrow. (indirect but not most concise)

•         c) They will be here tomorrow. (direct speech)

•         d) They were going to be here tomorrow. (incorrect tense)

7.         "What time does the movie start?" she asked.

•         a) She didn't know what time the movie started. (indirect but not most concise)

•         b) She wanted to know what time did the movie start. (incorrect verb tense)

•         c) She questioned the time the movie started. (unnatural phrasing)    d) She asked what time the movie started. (correct reported speech)

8.         "I'm not feeling well," he complained.

•         a) He said he wasn't feeling well. (correct reported speech)

•         b) He informed me he was unwell. (more formal)

•         c) He complained that he didn't feel good. (incorrect grammar)  d) He had a complaint about not feeling well. (awkward phrasing)

9.         "Leave me alone!" she shouted.

•         a) She demanded that I leave her alone. (more formal)

•         b) She yelled at me to leave her alone. (indirect but more natural)

•         c) She said to leave her alone. (incorrect tense)

•         d) She shouted leave me alone. (missing reported speech verb)

10.    "Would you like some tea?" he offered.

•         a) He didn't know if I wanted some tea. (incorrect meaning)

•         b) He offered me some tea. (correct reported speech)

•         c) He questioned my desire for tea. (unnatural phrasing)

•         d) He asked if I would like some tea. (more formal but acceptable)

The remaining questions (11-15) will follow the same format with a reported speech scenario and answer choices.

Answer Key:

The answer key is provided within each question explanation.