1.

Units of study

UNITS PROCEDURES TOPICS

1 Present Imperative. Step One: Explain to your  Present Progressive
students what an 'imperative'
 Simple Present Tense
is. Also known as a command
or a plea, it gives someone  Non-action verbs
instructions about what they  Present Progressive and
should do - Stand up. Sit Simple Present Tense
down. Stop talking. Etc. Write
 Imperative
several examples on the
board and have students copy
into notebooks.

Step Two: Explain the basic

structure of an imperative,
either a) the simple version
composed of just a verb - Sit.
Stop. Eat. Run. Etc., or b) a
verb followed by additional
information - Sit there. Stop
talking. Eat faster. Hit Nelson.
Etc.

Step Three: Go around the

classroom, giving a basic verb
imperative (Go. Eat. Talk etc)
and ask each student to add
additional information to the
imperative - Faster, A Person's
Name, Now, Tomorrow etc.

Step Four: (Game One) -

Choose three students and
ask them to come to the front
of the class. Choose the more
outgoing ones, so they don't
feel stupid when they're
standing up there and
expected to follow commands.

When standing in a row facing

the other students, give them
several imperatives to follow -
Turn around. Sit down on the
floor. Stand up. Touch your
nose and on and on. I always
do a few silly ones "Hit
yourself really fast", "Kiss that
boy", which my students love
as it makes them laugh.

Now allow other students to

raise their hands and, after
you choose one, let him or her
give an imperative to the
students at the front of the
class. Here the other students
get very creative, and silly,
with the imperatives they
create and it usually ends up
with the whole classroom
screaming laughing including
the three students at the front
of the class.
2 Past tense Introduction and Motivation  Simple Past Tense: affirmative
statements
The teacher will read the  Simple Past Tense: Negative
students a short story. The statements and Questions.
teacher will place emphasis on  Used to
the past tense verbs within
 Past Progressive
the story.
 Past Progressive and Simple
Past Tense
After the story the class will
have a discussion about
activities that they have done
in the past. As students talk
about these past events the
teacher can point out the
different tense verbs that the
students are using in their oral
language. The teacher will
write the verbs on the
chalkboard. Once the teacher
feel confident that the
students understand the
concept of the past tense
verbs he will explain to them
that at the end of the lesson
they will be using the pictures
of themselves to create a
class book titled When I was a
Little Boy/Girl.

3 Present perfect and Past Teacher will put two category  Present Perfect: Since and for
Perfect headings on the board: Past
 Present Perfect: Already and Yet
 Present Perfect: Indefinite Past
Perfect - Present Perfect
 Present Perfect and Simple
Past Tense
Students brain storm on the  Present Perfect Progressive
various time signifiers that are  Present Perfect and Present
used in each tense. Perfect Progressive.
 Past Perfect
 Past Perfect Progressive
Teacher will put the time
expressions into the correct
category on the board and
have students copy the
exercise. Ask students to
provide example sentences for
each of the time expressions -
signifiers that are on the
board.

Divide students into groups of

3 -4. Give students worksheet
and ask them to decide which
time signifiers - expressions
can go with which sentences.
Make sure to point out that
there are a number of
possibilities for each sentence.
Correct sentences as a class.
Follow-up by discussing which
time signifier(s) might be best
in
4 Future and Future Perfect The choice of the future form  Future: Be going and Will
and future perfect is difficult
 Future: Contrast be going to, Will,
for many students. This lesson
Simple present
focuses on providing context
for students so that they can  Future: Be going and Will, Simple
understand the basic Present Tense, Present Progressive.
difference between something  Future Progressive
that is planned for the future  Future Perfect and Future
and a spontaneous decision.
Perfect Progressive
Students first study a short a
dialog and answer some  Future: Be going and Will
questions. After this, students
give answers to a number of
questions which elicit either
'will' or 'will have to'. Finally,
students get together for
some small talk to practice.

5 Wh-questions, Tag Instructional Activity  Wh-Questions: Subject and

questions and Addition Predicate
1. Teacher greets students.
 Tag Questions
2. Teacher informs the
class that they will be learning  Additions: With So, Too, Neither,
about WH-questions. and Not either
3. Teacher asks the
students whether they have
heard about it before.
4. Teacher asks the
students to say the WH-
questions out loud.

Activity 1
1.Teacher lists down the WH-
questions.
2.Teacher discusses with
students on what the WH-
questions indicate.
3.Teacher makes sure the
students understand the
purposes of the WH-questions.

Conclusion
1.Teacher asks the students
what do they think of the
lesson and what have they
learned.
2. Teacher recaps and
concludes the lesson.

6 Adjectives and Adverbs Activity 1: Gather a variety of  Adjectives and Adverbs:

pictures and assign either a
(quick /quickly)
noun or verb to them
depending on what the picture  Participial Adjectives:
depicts. Clearly a picture of a (interesting/interested)
car would be labeled “car.”  Adjectives and Adverbs:
However, the picture of a
Equatives
woman sitting behind the
wheel of a car could be  Adjectives: Comparatives
labeled “driving.” Next, break  Adjectives: Superlatives
students up into groups to  Adverbs: Comparatives and
challenge each other. The
purpose of the challenge is
Superlatives
describe the noun pictures
using adjectives and the verb
pictures using adverbs. The
opposing teams have to figure
out what is in the picture
given these clues. Using the
picture of the car, students
might describe it as red, shiny,
metallic, small, and
economical. For the picture of
the person driving, students
might describe it as happily,
speedily, joyfully, or
energetically. The team that
figures out the most pictures
would win.

Activity 2: On the classroom

walls, provide students with
sentences that have blank
spaces where an adjective or
adverb should be. Make them
large enough that students
can be part of the sentence.
Give each student a few large
pieces of paper in which to
write down a word to fit into
the space. Then have students
become part of the sentence
by standing in front of the
correct space with their
adjective or adverb.

Activity 3: On large note

cards or pieces of paper, have
students write down individual
nouns, verbs, adjectives and
adverbs. Then, have students
walk around class trying to
find two to three other
students to make a sentence
with. The students that create
the longest complete sentence
(that makes sense) wins.

Activity 4: Adverb charades -

choose a variety of different
adverbs to put on one set of
note cards and put a variety of
different verbs on another set.
Have students draw from both
piles of cards. Once they have
their adverbs and verbs, they
can then act out the words
and hope that the students
can guess the two word
phrase.