Book 3 Capetown - Vaughan Groups Guide 2023-24

VAUGHAN GROUPS TEACHER GUIDE
CAPETOWN
VAUGHAN SYSTEMS – CAPE TOWN TEACHER

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How to use this guide
Dear Vaughan Teacher,
We’ve written this teacher guide for you to help you

organize and execute your Vaughan Groups courses. The point of
these guides is that we provide you with as much material as
possible so that you can go into the classroom and focus on doing
your absolute best as a teacher with minimal planning stresses.
To fully take advantage of this and to makes sure you cover
all of the material necessary for each course, there are 3 steps
you should follow…
- The Vaughan
Team

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STEP ONE – identify which units you should
be covering, based on when the classes are:

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STEP TWO – adapt the drills
 The type of drill needed is specified in this guide in each unit but if not try to vary the type
of drills (don’t always make them “full answer” drills, you can get inspiration from tricks-
for-teaching or the teacher manual to see how to vary your drills).
 TIP: There may be drills on file that already work for the point you’re going to cover. You
can go to the internal teacher server and search according to what grammar point you’re
covering or look in the Vaughan Teacher Manual.
STEP THREE – fill in the skeleton

 Have a look at the skeleton’s we’ve provided on the following pages. These base lesson
plans should look just like what you’ve seen in training. You will see that there are slots
provided where you should insert different things, including specific slots for 4 different
units that should be covered every week.
 It’s vital to understand that one UNIT does not equal one grammar point. Sometimes there
are 2, 3 or even 4 different points per UNIT. However, not all points in the units are
grammar points…some are basics, or expressions, or common mistakes, etc. Therefore,
when you use the lesson plan skeleton provided, it’s up to you to choose the most
important point in the unit to treat as a Main Grammar Point to put into the slots allotted
for UNITS 1, 2, 3 and 4 in the lesson plans. The rest of the points in the units should be
treated as high-paced drills or fillers and should still be included in your lesson plans.
 Make it dynamic! At the end of the day, you’re the expert, so if you feel the need to
switch around the placement of certain fillers and high-paced drills in your lesson plans to
keep them dynamic, than go for it. Follow your gut!

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Example of lesson plan skeleton…

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ANY QUESTIONS?
Need help with understanding Teacher Guides?

[email protected]
Have you taught a couple of classes and feel you can’t make them
dynamic enough, have problems controlling the class, or need more help
with the method?
[email protected]
Thank you!

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2 - HR CLASS SKELETON
(1 DAY/WK)
ESTIMATED
TYPE OF ACTIVITY WHAT TO COVER
DURATION
INSERT A DRILL HERE
1 H.P. DRILL (from TFT, the Picture Book, or the section in this 6-8 MIN
manual for “High Paced Drills”)
2 BASICS NUMBER DICTATION 2 MIN
VOCAB LIST
3 VOCAB 5 MIN
(Refer to vocab list designated to the WK you’re in)
4 MGP UNIT 1 – Pick the most important point 6-8 MIN
5 FILLER DRILL TO REVIEW VOCAB 2-5 MIN
6 CORRECT HW (Every week has set HW, refer to the WK you’re in) 5 MIN
7 FILLER AGILITY EXERCISE 2-5 MIN

MINI PRESENTATIONS
(Have half your students do presentations, give each a
9 ACTIVITY 3 MIN
different topic on the spot and make them speak for 1
minute.)
MOTIVATE STUDENTS
10 SET HW 3 MIN
(Refer to WK section to see the set hw for the week)
11 REVIEW TRANSLATION LISTS FROM UNITS 1 & 2 5-6 MIN

INSERT A DRILL HERE
END OF FIRST HOUR
13 BASICS (I.e. days of the week, months, etc.) 2 MIN

INSERT A DRILL HERE
EXPRESSION
15 VOCAB 5 MIN
(Refer to section of WK you’re in)
17 AGILITY REVIEW VOCABULARY FROM FIRST HOUR 2-5 MIN

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MINI PRESENTATIONS
(Have the 2nd half of your students do presentations,
18 ACTIVITY 5 MIN
give each a different topic on the spot and make them
speak for 1 minute.)
PRONUNCIATION EXERCISE
20 ACTIVITY 2 MIN
21 REVIEW TRANSLATION LIST FROM UNIT 3 & 4 2-5 MIN
SPONTAENOUS Pick a common mistake they've made in class and

22 4-6 MIN
REVIEW improvise a quick drill to review.
23 REVIEW REVIEW 1st & 2nd UNITS 4-6 MIN
INSERT A DRILL HERE


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2.5 - HR CLASS SKELETON
(1 CLASS/WK)
ESTIMATED
DURATION
INSERT A DRILL HERE
VOCAB LIST
3 VOCAB 5 MIN
4 MGP UNIT 1 - Pick the most important point 6-8 MIN
AGILITY EXERCISE
Pick a sentence and make them change it to different
tenses, for example:
I have a dog.
Neg (-): I don’t have a dog
Question (?): Do I have a dog?
6 FILLER 2-5 MIN
Neg. Quesiton (-?): Don’t I have a dog
Past:
-
?
-?
Continue with more tenses…
MINI PRESENTATIONS
8 ACTIVITY 3 MIN
minute.)
9 FILLER PRONUNCIATION EXERCISE 3 MIN

INSERT A DRILL HERE
EXPRESSION
13 VOCAB 5 MIN
14 HP UNIT 3 - Pick the most important point 6-8 MIN
INSERT A DRILL HERE

15 H.P. DRILL 5-8 MIN
(from TFT, the Picture Book, or the section in this

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16 BASICS DICTATION 2 MIN
18 ACTIVITY DEBATE/GROUP PRESENTATION/IMPROVISATION 4-6 MIN

REVIEW PRONUNCIATION EXERCISE (OR second
19 FILLER 2-5 MIN
pronunciation point if there’s more than one)
INSERT A DRILL HERE
MINI PRESENTATIONS
21 ACTIVITY 3 MIN
minute.)
23 4-5 MIN
MOTIVATE STUDENTS
24 SET HW 5 MIN
25 FILLER REVIEW UNITS 1-2 2-5 MIN
INSERT A DRILL HERE
END OF THIRD HOUR

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(1 CLASS/WK)
ESTIMATED
DURATION
INSERT A DRILL HERE
VOCAB LIST
3 VOCAB 5 MIN
AGILITY EXERCISE
I have a dog.
7 FILLER 2-5 MIN
Past:
-
?
-?
MINI PRESENTATIONS
9 ACTIVITY 3 MIN
minute.)
10 FILLER PRONUNCIATION EXERCISE 3 MIN
INSERT A DRILL HERE
INSERT A DRILL HERE
EXPRESSION
15 VOCAB 5 MIN

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INSERT A DRILL HERE
6-8 MIN (1 hr
16 HP (from TFT, the Picture Book, or the section in this
28 min mark)
10 MIN BREAK
INSERT A DRILL HERE
DRILL TO REVIEW VOCAB
18 VOCAB 5 MIN
19 BASICS DICTATION 2 MIN
AGILITY EXERCISE
21 FILLER Pick a sentence and make them change it to different 2-5 MIN
tenses (just like in first half of class).
22 ACTIVITY DEBATE/GROUP PRESENTATION/IMPROVISATION 4-6 MIN
23 FILLER REVIEW PRONUNCIATION EXERCISE 2-5 MIN
MINI PRESENTATIONS
25 ACTIVITY 3 MIN
minute.)
INSERT A DRILL HERE
27 H.P. DRILL (from TFT, the Picture Book, or the section in this 5 MIN
29 4-5 MIN
MOTIVATE STUDENTS
30 SET HW 5 MIN
INSERT A DRILL HERE
END OF THIRD HOUR

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(TWO 2-HR CLASSES A WEEK)
CLASS I
ESTIMATED
DURATION
INSERT A DRILL HERE
VOCAB LIST
3 VOCAB 5 MIN
AGILITY EXERCISE
I have a dog.
7 FILLER 2-5 MIN
Past:
-
?
-?
UNIT 1 – Cover another point or review if there’s only
8 MGP 6-8 MIN
one in the unit.
MINI PRESENTATIONS
9 ACTIVITY 2 MIN
minute.)
MOTIVATE STUDENTS
10 SET HW 3 MIN
11 REVIEW TRANSLATION LISTS FROM UNITS 1 5-6 MIN

INSERT A DRILL HERE

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END OF FIRST HOUR
INSERT A DRILL HERE

EXPRESSION
15 VOCAB 5 MIN
17 AGILITY REVIEW VOCABULARY FROM FIRST HOUR 2-5 MIN
MINI PRESENTATIONS
(Have the 2nd half of your students do presentations,
18 ACTIVITY 5 MIN
give each a different topic on the spot and make them
speak for 1 minute.)
19 REVIEW REVIEW VOCABULARY FROM FIRST HOUR 2-5 MIN
REVIEW UNIT 2 - Cover another point or review if

20 MGP 6-8 MIN
there’s only one in the unit.
21 ACTIVITY PRONUNCIATION EXERCISE 2 MIN

22 4-6 MIN
23 REVIEW TRANSLATION LISTS FROM UNITS 2 4-6 MIN
INSERT A DRILL HERE

CLASS 2
ESTIMATED
DURATION
INSERT A DRILL HERE
REVIEW VOCAB FROM PREVIOUS CLASS

3 VOCAB 5 MIN
4 MGP UNIT 3 6-8 MIN
5 FILLER AGILITY EXERCISE 2-5 MIN


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I have a dog.
Past:
-
?
-?
UNIT 3 - Cover another point or review if there’s only

7 MGP 6-8 MIN
one in the unit.
8 FILLER TRANSLATION LISTS FROM UNITS 1 & 2 2-5 MIN
9 ACTIVITY IMPROV SPEAKING, DEBATE OR GROUP ACTIVITY 2 MIN
MOTIVATE STUDENTS
10 SET HW 3 MIN
11 REVIEW TRANSLATION LISTS FROM UNIT 3 5-6 MIN
INSERT A DRILL HERE

END OF FIRST HOUR
INSERT A DRILL HERE

15 VOCAB REVIEW EXPRESSION FROM PREVIOUS CLASS 5 MIN
16 MGP UNIT 4 6-8 MIN
AGILITY EXERCISE
I have a dog.
17 AGILITY 2-5 MIN
Past:
-
?
-?

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18 ACTIVITY DEBATE/GROUP PRESENTATION/IMPROVISATION 5 MIN
UNIT 4 - Cover another point or review if there’s only

19 MGP 6-8 MIN
one in the unit.
20 REVIEW REVIEW VOCAB AND UNITS 2-5 MIN
21 ACTIVITY PRONUNCIATION EXERCISE 2 MIN

22 4-6 MIN
23 REVIEW TRANSLATION LISTS FROM UNIT 4 4-6 MIN
INSERT A DRILL HERE


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Week 1

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GRAMMAR POINTS (WEEK 1)
UNIT 1
TO HAVE (PRESENT SIMPLE)
What better way to start off the course than to give your students a new and very useful verb to start
using… “to have”. Keep in mind that this is not the same thing as “have got” which your students may
have learned in school. To clarify things you could write the following table on the board and specify
that in this course you’ll be using the one in the right column. Why? Because most verbs they’ll be
learning in the future employ the auxiliary verb “to do” to form the negative or interrogative, therefore
using “to have” instead of “have got” will be more consistent and less confusing for your students.
VERB: To have got VERB: To have
I have got a dog. I have a dog.
I haven’t got a dog. I don’t have a dog.
Have I got a dog? Do I have a dog?
 DRILL (20 Q’s): Affirmative or negative answers with “to have”. Mix it up and practice articles
“a” AND “an”.
Teacher: Do you have a dress?

Student: Yes, I have a dress. (NOTE: don’t allow them to contract in the
affirmative, “I’ve a dress” is incorrect and the habit comes from saying “I’ve
got a dress” which we’re not using.)
1. Teacher: Do you have an apple?

Student: No, I don’t have an apple.
2. Teacher: Do you have a minute?

Student: Yes, I have a minute.
3. Teacher: Do you have a car? (Negative)

Student: No , I don’t have a car.
4. Teacher: Do I have a class?

Student: Yes, you have a class.
5. Teacher: Do I have a ring? (Negative)

Student: No, you don’t have a ring.
6. Teacher: Does she have a cat? (Negative)

Student: No, she doesn’t have a cat
7. Teacher: Does he have a house?

Student: Yes, he has a house.
8. Teacher: Does he have a computer?

Student: Yes, he has a computer

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9. Teacher: Do they have a teacher?
Student: Yes, they have a teacher.
10. Teacher: Do they have a table?

Student: Yes, they have a table.
11. Teacher: Do they have notebooks? (Negative)

Student: No , they don’t have notebooks.
12. Teacher: Do you have a chair?

Student: Yes, they have a chair.
13. Teacher: Do you have a bicycle? (Negative)

Student: Yes, they have a teacher.
14. Teacher: Do you have a glass?

Student: Yes, they have a glass.
15. Teacher: Do you have a piece of paper?

Student: Yes, I have a piece of paper.
16. Teacher: Do you have coffee?

Student: Yes, we have coffee.
17. Teacher: Do you have a glass of water?

Student: Yes, they have a glass of water.
18. Teacher: Do you have a glass?

Student: Yes, they have a glass.
19. Teacher: Does he have a book? (Negative)

Student: No, he doesn’t have a book.
20. Teacher: Does he have a tie?

Student: Yes, he has a tie.
 DRILL (20 Q’s): Elicit the interrogative.
1. Teacher: Ask me if I have a dress.

Student: Do you have a dress?
2. Teacher: Ask me if I have an apple.

Student: Do you have an apple?
3. Teacher: Ask me if I have a minute.

Student: Do you have a minute?
4. Teacher: Ask me if I have a car.

Student: Do you have a car?
5. Teacher: Ask me if I have a class.

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Student: Do you have a class?
6. Teacher: Ask me if I have a ring.

Student: Do you have a ring?
7. Teacher: Ask me if I have a cat.

Student: Do you have a cat?
8. Teacher: Ask me if he has a house.

Student: Does he have a house?
9. Teacher: Ask me if he has a computer.

Student: Does he have a computer?
10. Teacher: Ask me if they have a teacher.

Student: Do they have a teacher?
11. Teacher: Ask me if they have a table.

Student: Do they have a table?
12. Teacher: Ask me If they have notebooks.

Student: Do they have notebooks?
13. Teacher: Ask me if I have a chair.

Student: Do you have a chair?
14. Teacher: Ask me if they have a teacher.

Student: Do you have a bicycle?
15. Teacher: Ask me if he has a glass of water

Student: Does he have a glass of water?.
16. Teacher: Ask me if I have a piece of paper.

Student: Do you have a piece of paper?
17. Teacher: Ask me if we have coffee.

Student: Do we have coffee?
18. Teacher: Ask me if I have a glass of water.

Student: Do you have a glass of water?
19. Teacher: Ask me if he has a book.

Student: Does he have a book?
20. Teacher: Ask me if he has a tie.

Student: Does he have a tie?
UNIT 2
THERE ARE & TO HAVE
 DRILL (20 Q’s): Continue practicing “to have” and review “there are”. Use the vocabulary in this
unit.

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1. Teacher: Do you have any horses on your farm?
Student: Yes, I have horses on my farm.
2. Teacher: Do you have sheep on your farm?

Student: Yes, I have sheep on my farm.
3. Teacher: Do you have a monkey on your farm? (Negative)

Student: No, I don’t have a monkey on my farm.
4. Teacher: Do you have any cows on your?

Student: Yes, I have cows on my farm.
5. Teacher: Are there many bears in the forest?

Student: Yes, there are many bears in the forest.
6. Teacher: Are there monkeys in the zoo?

Student: Yes, there are monkeys in the zoo.
7. Teacher: Are there lions in this zoo?

Student: Yes, there are lions in this zoo.
8. Teacher: Are there any birds in the zoo? (Negative)

Student: No, there aren’t any birds in the zoo.
9. Teacher: Are there any pigs in the forest?

Student: No, there aren’t any pigs in the forest.
10. Teacher: How many lions are there in the zoo? (4)
Student: There are four lions in the zoo.
11. Teacher: Are there any monkeys on your farm?

Student: No, there aren’t any monkeys on my farm.
12. Teacher: Are there any horses in this zoo?

Student: No, there aren’t any horses in this zoo.
13. Teacher: Ask me if I have pigs on my farm.

Student: Do you have pigs on your farm?
14. Teacher: Ask me if I have monkeys on my farm.

Student: Do you have monkeys on your farm?
15. Teacher: Ask me if there are any bears in the forest.

Student: Are there any bears in the forest?
16. Teacher: Ask me if there are lions in this zoo.

Student: Are there lions in this zoo?
17. Teacher: Ask me if we have sheep on our farm.

Student: Do we have sheep on our farm?
18. Teacher: Ask me if they have any horses on their farm.

Student: Do they have any horses on their farm?

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19. Teacher: Ask me if he has a bear on his farm.
Student: Does he have a bear on his farm?
20. Teacher: Ask me if there are some monkeys in the zoo.

Student: Are there any monkeys in the zoo?
EXPRESSIONS
o Sorry
o Pardon me (not really used since 19dickety2)
o Excuse me
 DRILL (20 Q’s): I recommend covering this point at the beginning of the class so that
throughout the class, every time your students want you to repeat something or when they
can’t understand, you can demand that they say one of these expressions instead of saying
“what?” which comes off as rude.
BASED ON THE INFORMATION PROVIDED THEY’LL HAVE TO CHOOSE BETWEEN SORRY OR EXCUSE
ME
1. I need to get to the fridge “excuse me, I need to get to the fridge”
2. I have to go “Sorry, I have to go.”
3. May I comment on that?
4. This stake repeated on me
5. I’m not in a good mood
6. Do you know how to get to Hyde Park?
7. May I interrupt you for a second?
8. I was wondering where you got that coat
9. This food was awful
10. I need to go to the ladies’ room
11. I’m afraid you are not the right candidate
12. I might have to leave now
13. I’m full now
14. This is my seat
15. That’s not what we agreed on!
16. What did you say?
17. Say that again
18. Can I get your help?
19. What time is it?
20. I am not available now
UNIT 3
DO YOU HAVE..?
 DRILL (20 Q’s): Let’s continue practicing “to have” in the interrogative, again, make sure they
aren’t saying “Have you got…?” or “Have you….?”, we want to get them used to “Do you
have…?” which is much more common when speaking.
1. Teacher: Ask me if I have a big house.

Student: Do you have a big house?

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2. Teacher: Ask me if I have a nice dress.
Student: Do you have a nice dress?
3. Teacher: Ask me if I have a green apple.

Student: Do you have a green apple?
4. Teacher: Ask me if I have an expensive car.

Student: Do you have an expensive car?
5. Teacher: Ask me if I have a good class.

Student: Do you have a good class?
6. Teacher: Ask me if I have a wedding ring.

Student: Do you have a wedding ring?
7. Teacher: Ask me if I have a pet.

Student: Do you have a pet?
8. Teacher: Ask me if I have swimming pool in my house.

Student: Do you have a swimming pool in your house?
9. Teacher: Ask me if I have a big kitchen.

Student: Do you have a big kitchen?
10. Teacher: Ask me if I have a Spanish teacher.

Student: Do you have a Spanish teacher?
11. Teacher: Ask me if they have a table.

Student: Do they have a table?
12. Teacher: Ask me if they have notebooks.

Student: Do they have notebooks?
13. Teacher: Ask me if I have a chair.

Student: Do you have a chair?
14. Teacher: Ask me if I have a bicycle.

Student: Do you have a bicycle?
15. Teacher: Ask me if he has a glass of water.

Student: Does he have a glass of water?
16. Teacher: Ask me if I have a piece of paper.

Student: Do you have a piece of paper?
17. Teacher: Ask me if we have coffee.

Student: Do we have coffee?
18. Teacher: Ask me if I have a glass of water.

Student: Do you have a glass of water?
21. Teacher: Ask me if they have books.

Student: Do they have books?

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22. Teacher: Ask me if she has a tattoo.
Student: Does he have a tattoo?
UNIT 4
TO HAVE + EITHER, TOO
 DRILL (20 Q’s): Continue practicing “to have” but now also review “either” and “too”.
Teacher: I have a house in Spain. And you?

Student: I have a house in Spain too.
Teacher: I don’t have a house in Japan. And you?
Student: I don’t have a house in Japan either.
Teacher: I have a watch. And you?
Student: I have a watch too.
Teacher: I don´t have an airplane. And you?
Student: I don´t have an airplane either.
Teacher: I have a book. And you?
Student: I have a book too.
Teacher: I don´t have one million euros. And you?
Student: I don’t have one million euros either.
Teacher: I have neighbors. And you?
Student: I have neighbors too.
Teacher: I don´t have 11 fingers. And you?
Student: I don´t have 11 fingers either.
Teacher: I have 2 eyes. And you?
Student: I have 2 eyes too.
Teacher: He doesn´t have 20 kids. And you?
Student: I don´t have 20 kids either.
Teacher: We have pens. And you?
Student: I have pens too.
Teacher: They don´t have a snake. And you?
Student: I don’t have a snake either.
Teacher: She has a bag. And you?
Student: I have a bag too.
Teacher: We don´t have a Ferrari. And you?
Student: I don´t have a Ferrari either.
Teacher: I have friends. And you?
Student: I have friends too.
Teacher: He has English classes. And you?
Student: I have English classes too.
Teacher: I don´t have pink hair. And you?
Student: I don´t have pink hair either.
Teacher: I have a laptop. And you?
Student: I have a laptop too.
Teacher: I don´t have a bottle of whiskey in my bag. And you?
Student: I don’t have a bottle of whiskey in my bag either.
Teacher: I have t-shirts. And you?
Student: I have t-shirts too.

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SHORT ANSWERS
 DRILL (20 Q’s): Make sure your students answer with “do” in their short answers and not “have”.
Practice affirmative and negative short answers.
1. Teacher: Do you have a house in Madrid?
Student: Yes, I have. Yes, I do.
1. Are you American?
2. Are you Spanish?
3. Do you have blue eyes?
4. Do you like broccoli?
5. Are you married?
6. Are you from France?
7. Do you like football?
8. Is it a black bag?
9. Is it a red marker?
10. Are you a man?
11. Do you have a sister?
12. Is it a chocolate cake?
13. Do you like bananas?
14. Do you work?
15. Is it your notebook?
16. Do you smoke?
17. Are we in a big room?
18. Is it a blue chair?
19. Do we have a table?
20. Do we have a window?
21. Do they have a board?
22. Do they have a teacher?
23. Are you a doctor?
24. Do you speak Italian?
25. Do you have children?

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VOCABULARY (WEEK 1)
 Cow
 Bear
 Pig
 Sheep
 Monkey
 Bird
 Horse
 Lion
BASICS (WEEK 1)
NUMBERS:
This should be the first time your students practice numbers in the thousands. Get them to
practice them aloud and repeat after you. Then have your students share this task as a team,
saying the numbers one after the other consecutively.
DICTATION (numbers):
1,481 – 4,060 – 1,364 – stop and check

2,434 – 1,867 – 1,729 – 9,391 – 1,677 – 3,308 stop and check
4,111 – 9,922 – 5,647 – 6,112 – 1,756 – 7,037 stop and check
DICTATION 2:
3,019 – 1,841 – 8,082 stop and check

57,500 – 243,000 – 86,200 – 951,000 – 32,800 stop and check
873,000 – 457,500 – 263,800 – 657,500 – 1,000,000 stop and check
NUMBERS:
Review days of the week.
PRONUNCIATION EXERCISE (WEEK 1)
Since there are no pronunciation points in the first 4 units, so let’s cover the one in unit 5
(especially because there are 3 pronunciation points next week: unit 5, unit 6 & unit 8…. Leave
unit 6 & 8 for next week).
Unit 5’s pronunciation point is words ending in “-urn” such as “turn”. Drill them on this and get
them used to the short, closed sound of the English “U” in words like these.
Teacher: Ask me if the children learn English.

Student: Do the children learn English?

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Teacher: Ask me if she turns left.
Student: Does she turns left?
Teacher: Ask me if fire burns.
Student: Does fire burn?
Teacher: Ask me if Doctor´s earn a lot of money

Student: Do Doctor´s earn a lot of money?
Teacher: Ask me if my best friend earns a lot of money.

Student: Does you best friend earn more a lot of money?
Teacher: Ask me if I return library books.

Student: Do you return library books?
Teacher: Ask me when I learnt to drive.

Student: When did you learn to drive?
Teacher: Ask me if the sun burns your skin.

Student: Does the sun burn your skin?
Teacher: Ask me if famous footballers earn a lot.

Student: Do famous footballers earn more a lot?
Teacher: Ask me if I returned the DVD.

Student: Did you return the DVD?
Teacher: Ask me if my best friend´s learning Spanish too.

Student: Is your best friend learning Spanish too?
Teacher: Ask me if he turns right on Bond Street.

Student: Does he turn right on Bond Street?
Teacher: Ask me if Irish people burn easily.

Student: Do Irish people burn easily?
Teacher: Ask me if he earns very little.

Student: Does he earn very little?
Teacher: Ask me if she learns quickly.

Student: Does she learn quickly

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HOMEWORK (WEEK 1)
Require your students to do the following homework:
1. Study UNITS 1-4.

2. Listen to Vaughan Radio (100.4) 30 minutes a day minimum (suggest that they could do this in
transit). There is a Vaughan Radio app they can download on their phones for free.
3. Practice the pronunciation exercise from today every day, repeating aloud at least 25 times.
4. Visit www.businessenglishpod.com to watch a video of your choice and answer the questions
available.

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Week 2

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UNIT 5
HOW OLD…?
Let’s remind your students how to ask for someone’s age. It’s a really weird structure for them
considering that in Spanish they would literally say “How many years do you have?”.
Also get them to answer with “about” or “around”.
 DRILL (20 Q’s):
FIRST…
Teacher: My brother.
Student: How old is your brother?
Teacher: Mother.
Student: How old is your mother?
Teacher: Best friend
Student: How old is your best friend?
Teacher: My dog
Student: How old is your dog?
Teacher: Neighbor
Student: How old is your neighbor?
Teacher: My cousin
Student: How old is your cousin?
Teacher: My uncle
Student: How old is your uncle?
Teacher: My students
Student: How old are your students?
Teacher: My grandparents
Student: How old are your grandparents?
Teacher: My flatmates
Student: How old are your flatmates?
THEN…
Teacher: How old is your sister?
Student: My sister’s about xx years old.
Teacher: How old is your friend?
Student: My friend´s around xx years old.
Teacher: How old is your father?
Student: My father´s about xx years old.
Teacher: How old is your grandma?
Student: My grandma is about xx years old.
Teacher: How old are your classmates?
Student: My classmates are around xx years old.
Teacher: How old is your boss?
Student: My boss is about xx years old.
Teacher: How old are your neighbors?
Student: My neighbors are around xx years old.
Teacher: How old is your husband/wife?
Student: My husband/wife is about xx years old.
Teacher: How old are your kids?
Student: My kids are xx years old.

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Teacher: How old is your teacher?
Student: My teacher is around xx years old
UNIT 6
WE & THEY, TO HAVE
 DRILL (15-20 Q’s) :
FIRST…
Teacher: Do you have a lighter at home?

Student: Yes, we have a lighter at home.
Teacher: Do you have a car?
Student: Yes, we have a car.
Teacher: Do you have computers in your office?
Student: Yes, we have computers in our office.
Teacher: Do they have a mobile phone?
Student: Yes, they have a mobile phone?
Teacher: Do you have a monkey?
Student: No, we don´t have a monkey.
Teacher: Do you have books on the table?
Student: Yes, we have books on the table?
Teacher: Do they have pens?
Student: Yes, they have pens.
Teacher: Do you have keys?
Student: Yes, we have keys.
Teacher: Do you have English classes at Vaughan?
Student: Yes, we have English classes at Vaughan?
Teacher: Do you have lions in your gardens?
Student: No, we don´t have lions in our gardens.
Teacher: Do you have a bottle of water?
Student: No, we don´t have a bottle of water.
Teacher: Do they have a cow at home?
Student: No, they don´t have a cow at home.
Teacher: Do you have food?
Student: No, we don´t have food.
THEN…
Teacher: Ask me they have a big TV at home.

Student: Do they have a big TV at home?
Teacher: Yes, they have a big TV at home. Ask me if we have five books in this
classroom.
Student: Do we have five books in this classroom?
Teacher: Yes, we have five books in this classroom. Ask me if they have a bike
at home.
Student: Yes, they have a bike at home.
UNIT 7
HE DOESN’T, SHE DOESN’T, IT DOESN’T

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 DRILL (15 Q’s): Practice third person singular of “to have”.
Teacher: She / car / bike
Student: She doesn’t have a car, she has a bike.
Teacher: He / house / apartment

Student: He doesn´t have a house, he has an apartment.
Teacher: It / name / number

Student: It doesn´t have a name, it has a number.
Teacher: She / dog / cat

Student: she doesn´t have a dog, she has a cat.
Teacher: He / guitar / piano

Student: He doesn´t have guitar, he has a piano.
Teacher: It / window / door

Student: It doesn´t have a window, it has a door.
Teacher: She / dress / skirt

Student: She doesn´t have a dress, she has a skirt.
Teacher: He / laptop / tablet

Student: He doesn´t have a laptop, he has a tablet.
Teacher: It / bed / sofa

Student: It doesn´t have a bed, it has a sofa.
Teacher: She / sister / brother

Student: She doesn´t have a sister, she has a brother.
Teacher: He / train ticket / bus ticket

Student: He doesn´t have a train ticket, he has a bus ticket.
Teacher: It / Queen / King

Student: It doesn´t have a Queen, it has a King.
Teacher: She / glass / cup

Student: She doesn´t have a glass, she has a cup.
Teacher: He / shirt / t-shirt

Student: He doesn´t have a shirt, he has a t-shirt.
Teacher: It / lift / escalator

Student: It doesn´t have a lift, it has an escalator.
Teacher: He / garden / terrace

Student: He doesn´t have a garden, he has a terrace.
THE + ADJECTIVE + ONES

 DRILL (15 Q’s): Tell your students to answer in full sentences.
Teacher: Which ones are yours, the red ones or the blue ones?
Student: The red ones are mine.
Teacher: Which ones are mine, the green ones or the yellow ones?
Student: The yellow ones are yours
Teacher: Which ones are his, the blue ones or the orange ones?

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Student: The blue ones are his
Teacher: Which ones are hers, the big ones or the little ones?
Student: The big ones are hers
Teacher: Which ones are ours, the cheap ones or the expensive ones?
Student: The cheap ones are ours
Teacher: Which ones are mine, the pretty ones or the ugly ones?
Student: The pretty ones are yours
Teacher: Which ones are yours, the good ones or the bad ones?
Student: The good ones are mine
Teacher: Which ones are theirs, the new ones or the old ones?
Student: The old ones are theirs
Teacher: Which ones are yours, the clean ones or the dirty ones?
Student: The clean ones are ours
Teacher: Which ones are on the table, the blue ones or the red ones?
Student: The red ones are on the table
Teacher: Which ones are on the chair, the big ones or the small ones?
Student: The big ones are on the chair
Teacher: Which ones are under the table, the clean ones or the dirty ones?
Student: The dirty ones are under the table?
Teacher: Which ones are under the chair, the pink ones or the white ones?
Student: The white ones are under the chair
Teacher: Which ones are the special ones, the new ones or the old ones?
Student: The new ones are the special ones
Teacher: Which ones are the important ones, the cheap ones or the expensive ones?
Student: The expensive ones are the important ones
Teacher: Which ones are under the book, the green ones or the blue ones?
Student: The blue ones are under the book
UNIT 8
HAS, DOESN’T HAVE
 DRILL (15-20 Q’s): Use the following pictures to drill your students and elicit “has” or
“doesn’t have”. Practice the vocabulary that’s given in the unit as well:
 A temperature
 A fever
 A cold
 The flu
 A cough
 A runny nose
 A headache
 Aches and pains

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****You can use the same picture several times eliciting negative and affirmative.
Teacher: Does she have a headache and backache?

Student: No, she doesn´t have a headache and backache
Teacher: Does she have a temperature?

Student: Yes, she has a temperature
Teacher: Does he have a cough?

Student: No, he doesn´t have a cough
Teacher: Does he have a fever?
Student: Yes, he has a fever
Teacher: Does he have aches and pains too?

Student: Yes, he has aches and pains too
Teacher: Does he have a runny nose too?

Student: Yes, he has a runny nose too
Teacher: Does she have a headache?

Student: No, she doesn´t have a headache
Teacher: Does she have a cough?

Student: Yes, she has a cough
Teacher: Does she have backache too?

Student: No, she doesn´t have backache too
Teacher: Does she have a temperature?

Student: No, she doesn´t have a temperature
Teacher: Does she have a headache?

Student: Yes, she has a headache
Teacher: Does she have the flu?

Student: Yes, she has the flu
Teacher: Does she have a runny nose too?

Student: Yes, she has a runny nose too
Teacher: Does he have a cough?

Student: No, he doesn´t have a cough
Teacher: Does he have backache?

Student: Yes, he has backache
Teacher: Does he have a fever too?

Student: No, he doesn´t have a fever too.

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VOCABULARY (WEEK 2)
 Light
 Lighter
 Ashtray
 Notebook
 Key
 Mobile
 Digital camera
 Letter
BASICS (WEEK 2)
DICTATION
808, 195, 90, 18, 287 stop and check

70, 17, 16, 60, 50, 15, 14, 40, 13, 30, 19, 90, 80, 18 stop and check
311, 111, 791, 122, 250, 189, 343, 195, 104, 677 stop and check
NUMBERS
Practice ordinal numbers 1st-20th (11th-20th should be new to them). Get them to say them
aloud and time them to make it a competition if you want to make it more dynamic.
TELLING THE TIME
If they have done the book before this one in another trimestral, Wellington, than they will
have learned how to tell the time and ask for the time. But just in case, be ready to teach it
from the beginning. Use pg. 23 in your picture book.
DICTATION
234, 186, 17, 939, 167, 330, 866, 767, 98, 143 stop and check
411, 992, 564, 612, 175, 703, 167, 609, 150, 507 stop and check
148, 406, 136, 301, 184,
The first pronunciation point we’ll cover this week is the one in UNIT 6 which is the “h” in “has”. Make
sure they don’t pronounce it like the Spanish “j”, which in extreme cases sounds really throaty and
harsh. It should sound like they’re releasing air to see their breath in the cold air. Drill them and elicit
“has”.
The second pronunciation point to be covered this week is when the “-f” or “-fe” at the end of words
like “wife” is changed to “-ves”, “wives”. Students to pronounce these plural words as if they still had an
“f” in them. Get you students to make that strong “v” sound! Drill them.
HOMEWORK (WEEK 2)

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1. Study UNITS 5-8.

4. Complete the following sentence: When I come down with a cold I… (write between 30- 40
words).

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Week 3

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UNIT 9
DOES HE HAVE…? DOES SHE HAVE...? DOES IT HAVE…?
 DRILL (15-20 Q’s) : You’ve had your students practice the affirmative and negative of
“to have”, now make them ask you the questions in the third person singular!
First, you could take last weeks pictures of the sick people back out and make them ask
you questions.
Then, random questions…
Teacher: Ask me if she (points at a student) has a house in Spain.

Student: Does she have a house in Spain?
Teacher: Ask me if he has an expensive watch?

Student: Does he have an expensive watch?
Teacher: Ask me if he has a new lighter

Student: Does he have a new lighter?
Teacher: Ask me if she has an old ashtray

Student: Does she have an old ashtray?
Teacher: Ask me if his boss has a pink notebook

Student: Does his boss have a pink notebook?
Teacher: Ask me if his friend has lots of keys

Student: Does his friend have lots of keys?
Teacher: Ask me if his father has a new mobile

Student: Does his father have a new mobile?
Teacher:Ask me if her mother has a cheap digital camera

Student: Does her mother have a cheap digital camera?
Teacher: Ask me if my friend has lots of love letters

Student: Does your friend have lots of love letters?
Teacher: Ask me if my mother has a beautiful house in France

Student: Does your mother have a beautiful house in France?
Teacher: Ask me if he has a lot of money

Student: Does he have a lot of money
Teacher: Ask me if my boss has the flu and a fever

Student: Does your boss have the flu and a fever?
Teacher: Ask me if her mother has six cats

Student: Does her mother have six cats?

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Teacher: Ask me if my sister has a little yellow car
Student: Does your sister have a little yellow car?
Teacher: Ask me if my boss has six clever children

Student: Does your boss have six clever children?
Teacher: Ask me if she has a pet elephant

Student: Does she have a pet elephant?
Teacher: Ask me if his boss has a black Ferrari

Student: Does his boss have a black Ferrari?
Teacher: Ask me if the king has many white pigs

Student: Does the king have many white pigs?
Teacher: Ask me if my boss has a huge palace in Scotland

Student: Does your boss have a huge palace in Scotland?
UNIT 10
EXPRESSIONS
o I’m sick
o I’m ill
o I’m not feeling well.
 DRILL (15-20 Q’s) : Direct questions with these expressions.
Teacher: Are you sick today? (-)

Student: No, I’m not sick today.
Teacher: Is your brother ill today? (-)
Student: No, my brother isn’t ill today?
Teacher: Are you feeling well today? (-)
Student: No, I´m not feeling well today
Teacher: Is your boss sick today? (+)
Student: Yes, my boss is sick today
Teacher: Is your friend ill today? (-)
Student: No, my friend isn´t ill today
Teacher: Are you always sick on Monday? (+)
Student: Yes, I´m always sick on Monday
Teacher: Is your neighbor feeling well today? (-)
Student: No, my neighbor isn´t feeling well today
Teacher: Is your friend sick today (+)
Student: Yes, my friend is sick today
Teacher: Is your boss feeling well today (-)
Student: No, my boss isn´t feeling well today
Teacher: Is the president sick today? (-)
Student: No, the president isn´t sick today
Teacher: Is your mother sick today (+)
Student: Yes, my mother is sick today
Teacher: Is your sister ill today (-)
Student: No, my sister isn´t ill today
Teacher: Are your friends always ill after parties (-)
Student: No, my friends aren´t always ill after parties
Teacher: Is your dog sick today? (-)

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Student: No, my dog isn´t sick today
Teacher: Are you always ill in winter? (+)
Student: Yes, I´m always ill in winter
Teacher: Is the queen ill today? (-)
Student: No, the queen isn´t ill today
Teacher: Is your father ill today? (+)
Student: Yes, my father is ill today
Teacher: Is your son feeling well today (-)
Student: No, my son isn´t feeling well today
Teacher: Are you ill today (+)
Student: Yes, I´m ill today
Teacher: Is the king feeling well today? (-)
Student: No, the king isn´t feeling well today
COMMON MISTAKE
There are 2 common mistakes to cover in this unit…
1.) CORRECT: To be ill/To have a cold

INCORRECT: To be constipated.
 DRILL (10 Q’s): This common mistake is one of the most embarrassing. In Spanish your students
would say “estar constipado” when they mean to say that they have a cold, but as you can see,
it’s very similar to our word “constipated” which…well…you know what it means.
1. Do you always have a cold in winter?

2. Does your mother have a cold today?
3. Do you have a runny nose and a cough if you have a cold?
4. Does your boss always have a cold in summer?
5. Do you usually have a cold on holiday?
6. Does your boss have a cold every Monday?
7. Does your father have many colds every year?
8. Does your friend always have a cold?
9. Do dogs have colds in winter too?
10. Do you feel well if you have a cold?
11. Are you sick if you have cold?
12. Is your father ill if he has a cold?
2.) CORRECT: Yes, he does / No, he doesn’t.

INCORRECT: Yes / No

Teacher: Does she (pointing at a student) have a pencil?
Student: No, she doesn’t.
Teacher: Does he have a pen?
Student: Yes, he does
Teacher: Does he have a lighter in his hand?
Student: No, he doesn´t
Teacher: Does she have a mobile?
Student: Yes, she does

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Teacher: Does he have a pink notebook?
Teacher: Does he have an ashtray in his bag?
Teacher: Does she have pen on her face

Student: No, she doesn´t
Teacher: Does he have a pink Ferrari?
Teacher: Does she have lots of shoes
Teacher: Does the king have a lot of children?
Teacher: Does the queen have lots of dresses?
Teacher: Does your boss have lots of time?
Teacher: Does the president have a sports car?
Teacher: Does Rafa Nadal have lots of trophies?
Teacher: Does Bill Gates have lots of money?
Teacher: Does your boss have a pet tiger?
UNIT 11
REVIEW
 DRILL (15-20 Q’s): Review “next to” and “close to”.
Teacher: Is the pharmacy next to your house?
Student: Yes, the pharmacy is next to my house.

Teacher: Is the metro stop close to your house?
Student: Yes, the metro stop is close to my house.
1. Is there a park close to your office?

2. Is there a supermarket next to your house?
3. Is there a metro station close to your office?
4. Is there a beach close to Madrid?
5. Is there a factory next to the Plaza Mayor?
6. Is there a theater close to the Royal Palace?
7. Is there a train station next to your office?
8. Is there a church close to your parents´ house?
9. Is there a school next to your house?
10. Is there a nuclear power station close to Madrid?
11. Is there a bookshop next to your office?
12. Is there a restaurant next to your parents´ house?
13. Is there a prison close to Madrid?
14. Is there a bus stop next to your office?
15. Is there a golf course next to the Retiro?
16. Is there a pharmacy close to your parents´house?
UNIT 12

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REIVEW
 DRILL (15-20 Q’s): Refer to the unit to see what needs to be reviewed.
1. Do you have an ashtray?

2. Does he have a funny hat?
3. Does your boss always have a lighter in his pocket?
4. Do I have a green notebook?
5. Are you sick?
6. Is your boss ill today?
7. Is there a cinema next to your office?
8. Is there a very nice restaurant close to your house?
9. Ask me if I have a lighter

10. Ask me if he has a lighter
11. Ask me if my sister has a mobile
12. Ask me if my father has a digital camera
13. Ask me if I´m sick
14. Ask me if my mother is ill
15. Ask me if I´m feeling well
16. Ask me if there´s a pharmacy next to my house
VOCABULARY (WEEK 3)
Common collocations with verb HAVE, NOT TAKE
Have Breakfast
Have Lunch
Have Dinner
Have a snack
Have a cup of coffee/ Tea
BASICS (WEEK 3)
NUMBERS
Make flash cards with numbers in the hundred-thousands and get your students to quickly read
them aloud.
DICTATIONS:
Numbers in the hundred-thousands.
In UNIT 9 your students review a very important pronunciation point, the difference between the “b”
and “v” sound which is indistinguishable for most Spaniards when they speak Spanish. Emphasize that
it’s super important that they pronounce the “v” correctly… Drill them with words such as “verb” and
“observe”.
Ask me if:

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1. I swerved
2. Where the graveyard is
3. All vitamins are good for us
4. I can recommend a vineyard
5. What colour my vest is
6. If I’m very demanding
7. She will be hovering around the area
8. How about the adverse weather conditions
9. If she is some sort of a maverick
10. If the chambers in the castle look marvelous
11. If she should feel deeply aggravated about what I said
12. If the grove is too dangerous to go to
13. If the rover is finally on Mars
14. If I have ever visited Vatican
15. If Madonna was successful back in the seventies
16. If the water within the cove was clean
17. If a jealous girl took away my love from me
18. If this problem could still be solved
19. If doves are always white
20. If she stalks her friends and vilifies them.
Also, review the pronunciation point from UNIT 11, the pronunciation of “for”. Get them practicing by
eliciting sentences such as “it’s for me”.
Teacher: Ask me who the jumper is for
Student: Who is the jumper for?
Student 2: The jumper is for her
1. Ask me who the suit is for

2. Ask me who the letter is for
3. Ask me who the card is for
4. Ask me who the meal is for
5. Ask me who the tickets are for
6. Ask me who the presents are for
7. Ask me who the greetings are for
8. Ask me who the DVD is for
9. Ask me who the new shirt is for
10. Ask me who the extra hours are for
11. Ask me who the Oscar is for
12. Ask me who the song is for
13. Ask me who the beer is for
14. Ask me who the documents are for
15. Ask me who the chips are for
16. Ask me who the suspenders are for
17. Ask me who tie new tie is for
18. Ask me who the story is for
19. Ask me who this soft drink is for
20. Ask me who the information is for

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In UNIT 12 your students are encouraged to practice the pronunciation of “sh” and “s” in the same
word, e.g. “association” or “shells”. Drill your students.
1. If she should feel ashamed

2. If I should stop
3. How long I have been searching
4. If I like to share
5. If she should stop doing what she’s doing
6. If the girls were crazy about Sheriff Tom
7. If the snake was poisonous
8. If she is really lazy and is only looking for excuses
9. If I’m sure I want to do that
10. If she took the lion’s share of it
11. If I need reassurance
12. If I’m going to give it a miss
13. If I often miss my bus to work
14. If that gravy is sour
15. If he saw the smoke hanging over the house
HOMEWORK (WEEK 3)
1. Study UNITS 9-12.

4. Go to businessenglishpod.com. Choose a vid and answer the questions below. Have the
questions with you in class. Remember to send your topic choice to your teacher before class.

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Week 4
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UNIT 13
HOW MANY + TO HAVE
 DRILL (30 Q’s) : Now your students will learn to ask “how many do/does XX have/has?”
First part (they answer the questions) (15 Q’s):
Teacher: How many dogs do you have?

Student: I have 2 dogs.
Second part (Master the interrogative – they ask the questions) (15 Q’s):
Teacher: My mother has 3 dogs.

Student: How many dogs does your mother have?
1. How many children do you have?

I have 2 children
2. How many friends do you have?
I have 7 friends
3. How many pets does your best friend have?
He has 1 pet
4. How many suits does your father have?
He has 5 suits
5. How many chairs do we have?
We have 7 chairs.
6. How many pairs of shoes does your wife have?
She has 20 pairs of shoes
7. How many dreams do you have?
I have one big dream.
8. How many cars do your parents have?
They have 1 car.
9. How many colleagues do you have in your department?
I have 6 colleagues in my department
10. How many bosses does your husband have?
He has 2 bosses.
11. How many toys does your daughter have?
She has 20 toys.
12. How many watches do you have?
I have 2 watches.
13. How many sisters does your girlfriend have?
She has 2 sisters.
14. How many keys do you have in your bag?
I have 5 keys in my bag.
15. How many pizzas do you have in your fridge?
I have 1 pizza in my fridge.
Second part
1. My friend has 2 flats.
How many flats does your friend have?
2. My mother has 5 grandchildren.
How many grandchildren does your mother have?
3. I have one umbrella.

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How many umbrellas do you have?
4. My children have 2 bikes.
How many bikes do your children have?
5. We have 5 apples in the fridge.
How many apples do we have in the fridge?
6. I have 3 bars of chocolate.
How many bars of chocolate do you have?
7. A cow has 4 legs.
How many legs does a cow have?
8. David has 4 pencils.
How many pencils does David have?
9. I have 15 students.
How many students do you have?
10. My grandma has 5 chickens.
How many chickens does your grandma have?
11. I have 4 rooms in my flat.
How many rooms do you have in your flat?
12. My son has 15 toy cars.
How many toy cars does your son have?
13. I have 5 uncles.
How many uncles do you have?
14. My boss has 2 secretaries.
How many secretaries does your boss have?
15. I have 2 projects at the moment.
How many projects do you have at the moment?
UNIT 14
TO HAVE LUNCH
 DRILL (20-25 Q’s): In this point we’ll not only practice “to have lunch” but basically anything
to do with eating or drinking. In Spanish they would say “to take a coffee” whereas in
English we “have coffee”.
FIRST…
Teacher: Do you have breakfast in the mornings?

Student: Yes, I have breakfast in the mornings.
THEN…
Teacher: Ask me if I have lunch with my colleagues every day.

Student: Do you have lunch with your colleagues every day?
Teacher: Do you have lunch every day?

Student: Yes, I have lunch every day
Teacher: Ask me if I have a coffee with my boss every day
Student: Do you have a coffee with your boss every day?
Teacher: Do you have dinner in a restaurant every night?

Student: No, I don´t have dinner in a restaurant every night
Teacher: Ask me if I have a snack at 3 oćlock every day
Student: Do you have a snack at 3 oćlock every day?
Teacher: Do you have a beer with your boss every Friday?

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Student: No, I don´t have a beer with my boss every Friday
Teacher: Ask me if my sister has a beer with her boss every Friday
Student: Does your sister have a beer with her boss every Friday?
Teacher: Do you have pasta for dinner once a week?

Student: Yes, I have pasta for dinner once a week
Teacher: Ask me if I have lunch at 2 oćlock on Tuesday
Student: Do you have lunch at 2 oćlock on Tuesday?
Teacher: Do you have wine with breakfast every day?

Student: No, I don´t have wine with breakfast every day
Teacher: Ask me if my boss has pizza for lunch once a week
Student: Does your boss have pizza for lunch once a week?
UNIT 15
USUALLY
 DRILL (20 Q’s): Here we introduce the first frequency adverb…”usually”. Also practice the
verbs “to work”, “to play” and “to study”.
****Do not use “how often…?” yet, you’ll introduce this later.
Teacher: Do you usually work on Saturdays?

Student: No, I don’t usually work on Saturdays.
Teacher: Does your boss usually study on the metro?
Student: No, my boss doesn´t usually study on the metro
Teacher: Do you usually have breakfast with friends?
Student: No, I don´t usually have breakfast with friends
Teacher: Do you usually start work at 9 oćlock?
Student: Yes, I usually start work at 9 oćlock
Teacher: Do you usually play cards with your boss after work?
Student: No, I don´t usually play cards with my boss after work
Teacher: Do you usually work from Monday to Friday?
Student: Yes, I usually work from Monday to Friday
Teacher: Does your boss usually have ice cream as a snack?
Student: No, my boss doesn´t usually have ice cream as a snack
Teacher: Do you usually study at four oćlock in the morning?
Student: No, I don´t usually study at four oćlock in the morning
Teacher: Do you usually get up before 11 oćlock?
Student: Yes, I usually get up before 11 oćlock
Teacher: Do your friends usually work on Sundays?
Student: No, my friends don´t usually work on Sundays
Teacher: Is it usually sunny in Madrid?
Student: Yes, it´s usually sunny in Madrid
Teacher: Do you usually go on holiday to Scotland?
Student: No, I don´t usually go on holiday to Scotland
Teacher: Do you usually study after dinner?
Student: Yes, I usually study after dinner
Teacher: Do you usually finish work before 8 oćlock?
Student: Yes, I usually finish work before 8 oćlock
Teacher: Do you usually play football in the Retiro park?
Student: No, I don´t usually play football in the Retiro park
Teacher: Is it usually raining in Scotland?
Student: Yes, it´s usually raining in Scotland

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UNIT 16
IMPERATIVE - TO PUT ON, TO TAKE OFF
 DRILL (20 Q’s): Here you’ll practice the imperative using different verbs including the ones
above. First, give your students orders and require them to follow the orders, e.g. …
Teacher: Stand up, please.

Student: (*gets up*)
Teacher: Sit down, please.
Student: (*sits down*)
1. Look at me
2. Raise your left hand
3. Raise your right hand
4. Close your left eye
5. Open your left eye
6. Open your right eye
7. Close your left eye
8. Touch your left arm with your right hand
9. Touch your right arm with your left hand
10. Touch your both knees
THEN introduce them to the “tell me to” routine (if they’ve done another trimestral this may
seem familiar to them)…
1. Teacher: Tell me to stand up.

Student: Stand up.
Teacher: Ask me politely.
Student: Stand up, please.
Teacher: Now tell me to sit down.
Student: Sit down…
2. Tell me to look at the ceiling
3. Tell me to put my pen into my pocket
4. Tell me to take the pen out of my pocket
5. Tell me to look at the window
6. Tell me to point my finger at the floor
7. Tell me to lift up my phone
8. Tell me to stretch my left arm
9. Tell me to smile
10. Tell me to look at the palm of my left hand
11. Tell me to crouch

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REVIEW – NEAR, FAR FROM
 DRILL (20 Q’s): Simply review this by asking a series of questions about their neighborhood.
Teacher: Is your house near a bank?

Student: Yes, my house is near a bank.
Teacher: Is your house far from Sol?

Student: Yes, my house is far from Sol.
Teacher: Is Vaughan far from your house?

Student: Yes, Vaughan is far from my house.
Teacher: Is your work near your house?

Student: No, my work isn´t near my house.
Teacher: Is Gran Via far from your neighbourhood?

Student: Yes, Gran Via is far from my neighbourhood.
Teacher: Do you live near a school?

Student: Yes, I live near a school.
Teacher: Is your neighbourhood near or far from the Plaza Mayor

Student: My neighbourhood is far from the Plaza Mayor.
Teacher: Is your house far from Atocha train station?

Student: Yes, my house is far from Atocha train station.
Teacher: Is your neighbourhood far from the Bull Ring?

Student: Yes, my neighbourhood is far from the Bull ring.
Teacher: Is your house near a metro station?

Student: Yes, my house is near a metro station.
Teacher: Is your house near or far from a bus stop?

Student: My house is far from a bus stop.
Teacher: Is your house far from The Santiago Bernabeu?

Student: Yes, my house is far from The Santiago Bernabeu.
VOCABULARY (WEEK 4)
 Breakfast
 Lunch
 Dinner
 Snack
 Drink
 Piano
 Trumpet
 Violin
 Basketball
 Football

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BASICS (WEEK 4)
Review previous basics and do number dictations.
MINI PRESENTATION TOPICS (WEEK 4)

The Best Spanish Festival

In UNIT 13 we insist on the pronunciation of the “m” at the end of words, such as words like
“from”.
Tell to ask:
1. If my mum is a nun
2. If nuns can be mums
3. If that nun is numb
4. If his mum had that nun for a glass of rum
5. If I like to have a glass of rum in the evening
6. If that was a large sum
7. If this is my favourite chewing gum
8. If the numb guy has a large sum of money
9. If sailors drink large amounts of rum
10. If chewing gum is good to satisfy the hunger
11. Where I put the gum
12. Where nuns go to do their morning prayers
13. If rum and chewing gum are a good combination
14. If my mum has quite a sum of money
15. If rum smells good.
HOMEWORK (WEEK 4)

4. Write 5 sentences with almost always and another five with hardly ever.

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Week 5

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UNIT 17
COMMON MISTAKE
CORRECT: People are
INCORRECT: People is
 DRILL (15-20 Q’s) : We keep insisting on correcting this mistake because it’s so common.
Use the European map from the picture book, pg. 2 to review European nationalities and
saying “people are”.
Teacher: Spain.
Student: The people from Spain are Spanish.
Teacher: Portugal.
Student: The people from Portugal are Portuguese.
Teacher: France.
Student: The people from France are French.
Teacher: Germany.
Student: The people from Germany are German.
Teacher: Italy.
Student: The people from Italy are Italian.
Teacher: Austria.
Student: The people from Austria are Austrian.
Teacher: Poland.
Student: The people from Poland are Polish.
Teacher: Croatia.
Student: The people from Croatia are Croatian.
Teacher: Turkey.
Student: The people from Turkey are Turkish.
Teacher: Greece.
Student: The people from Greece are Greek.
Teacher: Ireland.
Student: The people from Ireland are Irish.
Teacher: Northern Ireland.

Student: The people from Northern Ireland are Northern Irish.
Teacher: Scotland.
Student: The people from Scotland are Scottish.
Teacher: Wales.
Student: The people from Wales are Welsh.
Teacher: England.
Student: The people from England are English.

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Teacher: Portugal.
Student: The people from Portugal are Portuguese.
Teacher: Norway.
Student: The people from Norway are Norwegian.
Teacher: Finland.
Student: The people from Finland are Finnish.
Teacher: Sweden.
Student: The people from Sweden are Swedish.
Teacher: Iceland.
Student: The people from Iceland are Icelandic.
UNIT 18
THIRD PERSON SINGULAR – VERBS (adding the “s”)
Another super common mistake is the fact that students tend to forget to add the “s” to verbs when
speaking in third person singular, e.g. “She works” or “He stops the car”, practice this with the following
verbs:
 To work
 To play
 To start
 To make
 To stop
 To travel
 To sit
***FYI – in the unit your students also read about how we typically use the word “trip” instead of
“travel” as a noun (they tend to say “I have a travel next week” whereas we would say “I have a trip
next week”). Also,
 DRILL (15-20 Q’s):

First…
Teacher: Does your sister work on Tuesdays?

Student: Yes, my sister works on Tuesdays.
Teacher: Does your child play football on Saturdays?

Student: Yes, my child plays football on Saturdays.
Teacher: Does your friend start work at 9am?

Student: Yes, my friend starts work at 9am.
Teacher: Does your partner make dinner on Fridays?

Student: Yes, my partner makes dinner on Fridays.
Teacher: Does everyone stop when the lights are red?

Student: Yes, everyone stops when the lights are red.
Teacher: Does your boss travel for work?

Student: Yes, my boss travels for work.
Teacher: Does your teacher sit on a chair?

Student: Yes, my teacher sits on a chair.

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Teacher: Does your boss work less than you?
Student: Yes, my boss works less than me.
Teacher: Does your partner play poker on Wednesdays?

Student: Yes, my partner plays poker on Wednesdays.
Teacher: Does the movie start at 8 oćlock?

Student: Yes, the movie starts at 8 oćlock.
Teacher: Does your boss make more money than you?

Student: Yes, my boss makes more money than me.
Teacher: Does the bus driver stop the bus at the bus stop?
Student: Yes, the bus driver stops the bus at the bus stop.
Teacher: Does your best friend travel with you?

Student: Yes, my best friend travels with me.
Teacher: Does your dog/cat sit under the table?

Student: Yes, my dog/cat sits under the table.
Teacher: Does your cousin work in an office?

Student: Yes, my cousin works in an office.
Then…
Teacher: Me / work / boss

Student: You work when your boss works.
Teacher: You / play / child

Student: I play when my child plays.
Teacher: He / start / Brother

Student: He starts when his brother starts.
Teacher: We / make friends / son

Student: We make friends when our son makes friends.
Teacher: She / stop / daughter

Student: She stops when her daughter stops.
Teacher: He / travel / wife

Student: He travels when his wife travels.
Teacher: They / sit / King

Student: They sit when their King sits.
Teacher: You / work / partner

Student: I work when my partner works.
Teacher: Me / play / best friend

Student: You play when your best friend plays.
Teacher: She / start / cousin

Student: she starts when her cousin starts.
Teacher: He / make a cake / son

Student: He makes a cake when his son makes a cake.

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Teacher: We / stop / watch
Student: We stop when our watch stops.
Teacher: They / travel / daughter

Student: They travel when their daughter travels.
Teacher: Me / sit / mother

Student: You sit when your mother sits.
Teacher: He / work / girlfriend

Student: He works when his girlfriend works.
UNIT 19
HE, SHE, IT (present simple)
 DRILL (20 Q’s): Have your students change to the affirmative to practice third person
singular.
Teacher: She doesn’t speak English every day.

Student: She speaks English every day.
Teacher: She doesn’t drive a car.

Student: She drives a car.
Teacher: She doesn’t dance salsa.

Student: She dances salsa.
Teacher: She doesn’t know the answer.

Student: She knows the answer.
Teacher: She doesn’t do her homework.

Student: She does her homework.
Teacher: She doesn’t pass the exam.

Student: She passes the exam.
Teacher: She doesn’t teach French.

Student: She teaches French.
Teacher: She doesn’t drink wine.

Student: She drinks wine.
Teacher: She doesn’t want to go.

Student: She wants to go.
Teacher: She doesn’t leave early.

Student: She leaves early.
Teacher: She doesn’t work in an office.

Student: She works in an office.
Teacher: She doesn’t enjoy working.

Student: She enjoys working.
Teacher: She doesn’t make friends.

Student: She makes friends.

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Teacher: She doesn’t believe you.
Student: She believes you.
Teacher: She doesn’t play piano.

Student: She plays piano.
Teacher: She doesn’t study Spanish.

Student: She studies Spanish.
Teacher: She doesn’t like pizza.

Student: She likes pizza.
Teacher: She doesn’t watch TV.

Student: She watches TV.
Teacher: She doesn’t start at 7am.

Student: She starts at 7am.
Teacher: She doesn’t travel a lot.

Student: She travels a lot.
COMMON MISTAKE
CORRECT: It’s a tomato.

INCORRECT: Is a tomato.
 DRILL (20 Q’s): In reality, most students know that they should be saying “IT + (to be) +
a/an + (noun)” but when they pronounce it, it sounds like they’re saying “Is + a + noun”.
Make sure they pronounce that “t” that’s missing!
Quickly point to things in the room and elicit “It’s a/an ….”
Teacher: What is that?

Student: It’s a pencil.
Teacher: *point to* chair / table / book / door / window / whiteboard / pen /
marker / wall / clock / folder / attendance sheet / bag / bottle / notebook /
eraser / etc…
UNIT 20
PRONUNCIATION + YEARS
Since UNIT 20 doesn’t have a grammar point, do the pronunciation point in this unit as an MGP.
 DRILL (15 Q’s): Practice the pronunciation of words with “ir” such as “bird”.
Teacher: Ask me if I have a bird.

Student: Do you have a bird?
Teacher: Ask me if ´dog´ is a word.

Student: Is ´dog´ a word?
Teacher: Ask me if 3 is the third number.

Student: Is 3 the third number?
Teacher: Ask me if I have heard the news

Student: Have you heard the news

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Teacher: Ask me how many times I’ve heard
Student: How many times have you heard?
Teacher: Ask me if it was a murder

Student: Was it a murder?
Teacher: Ask me how many murders are committed

Student: How many murders are committed?
Teacher: Ask me if they call me Sir

Student: Do they call you Sir?
Teacher: Ask me why they call me Sir

Student: Why do they call you Sir?
Teacher t: Ask me what ‘nerd’ means

Student: What does ‘nerd’ mean?
Teacher: Ask me if ‘nerd’ is a good word to use

Student: Is ‘nerd’ a good word to use?
Teacher: Ask me if that girl is blonde

Student: Is that girl blonde?
Teacher: Ask me if that girl is taller than me

Student: Is that girl taller than you?
Teacher: Ask me if my shirt is blue

Student: Is your shirt blue?
Teacher: Ask me if I have many shirts

Student: Do you have many shirts?
Teacher: Ask me if it’s dirty

Student: Is it dirty?
Teacher: Ask me if I clean my hands when they’re dirty

Student: Do you clean your hands when they’re dirty?
Teacher: Ask me if I can see your mirth

Student: Can you see my mirth?
Teacher: Ask me if I’m full of mirth today

Student: Are you full of mirth today?
Teacher: Ask me if I look up to Colin Firth
Student: Do you look up to Colin Firth

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Teacher: Ask me I Colin Firth won an Oscar last year
Student: Did Colin Firth win an Oscar last year
Teacher: Ask my if it’s Emily Bronte’s 200th birth anniversary this year
Student: Is it Emily Bronte’s 200th birth anniversary this year?
Teacher: Ask me if Emily Bronte was an actress or a writer

Student: Was Emily Bronte an actress or a writer?
Teacher: Ask me what a ‘hearth’ means

Student: What does ‘hearth’ mean?
Teacher: Ask me if hearths are used these days

Students: Are hearths used these days?
Teacher: Ask me if it’s a big herd

Student: Is it a big herd?
Teacher: Ask me what a herd is

Student: What is a herd?
Teacher: Ask me if kirk is the Scottish word for church

Student: Is kirk the Scottish word for church?
Teacher: Ask me if the kirks in Scotland are austere

Student: Are the kirks in Scotland austere?
Teacher: Ask me if Kirklees is a geographical location

Student: Is Kirklees a geographical location?
Teacher: Ask me if I travel to Kirklees every year

Student: Do you travel to Kirklees every year?
**Also be sure to review the points that are being reviewed in this unit.

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VOCABULARY (WEEK 5)
 Desktop computer
 Laptop
 Key
 Keyboard
 Mouse
 Screen
 Hard drive
 cable
BASICS (WEEK 5)
NUMBERS
Introduce how to say the year, e.g. nineteen twenty-three (1923).

Write several numbers on the board and get your students to quickly read them aloud.
DICTATION
Dictations with years.
REVIEW BASICS THAT HAVE BEEN COVERED PREVIOUSLY
How often do you use your electronic gadgets?
In UNIT 19 your students learn that the “u” sound in “fun” sounds more like their Spanish “a”
than the Spanish “u”. Drill them to practice.
1. Does he call her a hun?

2. Does she have a large sum of money?
3. Is it a book for dummies
4. Can you hum
5. Were you humming when I entered the room?
6. Can nuns be mums?
7. Do you call your wife/husband “hun”?
8. Do you have any chewing gum?
9. Do you drink rum?
10. Are dumb people always deaf?
11. Are you grumpy before breakfast?
12. Is your best friend a plumber?
13. Do you play the drums?
14. Is Michelle Obama a mum?
15. Do you often blush?
16. Is English fun?
17. Which number is before 2?

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18. Is this a gun? (holding a book or a pen, etc)
HOMEWORK (WEEK 5)

4. Choose 3 most important digital devices that you think we could not do without these days.
Write approx. 40 words explaining why you think so.
Week 6

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UNIT 21
REVIEW
 DRILL (20 Q’s) : Refer to the unit to know what points to review.
UNIT 15- USUALLY: COMMON MISTAKE: I AM USED TO GO...
Based on the information provided they will need to form a logical sentence
16. Visit my relatives in London

17. Buy bread in the morning
18. Tinker with some broken devices
19. Go shopping to the nearest supermarket
20. Chat to my best friend on skype on Saturdays
21. Do my homework in a quiet place
22. Make my lunch after work
23. Start work really early in the morning
24. Go on holiday to an exotic place
25. Thumb through some books before I go to sleep
26. Get a tuna sandwich for lunch
27. Make my choices carefully
28. Read a magazine on my train to work
29. Stay at home when I feel under the weather
30. Make tea on a rainy day
31. Withdraw money every day
32. Donate blood in winter
33. Contact my boss every Wednesday
34. Travel abroad in a private jet
35. Put my coat on when it’s freezing cold ouside
UNIT 22
SOMETIMES
 DRILL (15-20 Q’s) :Practice the adverb “sometimes” with the verbs “to play”, “to work” and
“to study”.
Tell your students to answer with “sometimes”.

Teacher: Do you play football on Saturdays?
Student: I sometimes play football on Saturdays.
Teacher: Do you work on the weekend?

Student: I sometimes work on the weekend.
Teacher: Do you study in the library?

Student: I sometimes study in the library.
Teacher: Do you play poker with your friends?

Student: I sometimes play poker with my friends.

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Teacher: Does your boss work late on Fridays?
Student: My boss sometimes works late on Fridays.
Teacher: Do your children study English on Sundays?

Student: My children sometimes study English on Sundays.
Teacher: Do you play paddle during the week?

Student: I sometimes paddle during the week.
Teacher: Do you work from home?

Student: I sometimes work from home.
Teacher: Do you study irregular verbs on Saturday nights?

Student: I sometimes study irregular verbs on Saturday nights.
Teacher: Do you play the guitar in the evenings?

Student: I sometimes play the guitar in the evenings.
Teacher: Do you work when you´re on holidays?

Student: I sometimes work when I´m on holidays.
Teacher: Do your children study English on Saturdays?

Student: My children sometimes study English on Saturdays.
Teacher: Do your friends play tennis on Mondays?

Student: My friends sometimes play tennis on Mondays.
***Also practice irregular plurals such as “children” and “knives”, refer to the unit.
UNIT 23
REVIEW
 DRILL (15-20 Q’s): Now practice the adverb “always”.
Teacher: Do you study English on Sundays?

Student: I always study English on Sundays.
Teacher: Do you always have cornflakes for breakfast?

Teacher: Do you always start work at 9 oćlock?
Teacher: Do you always go to the beach on holiday?
Teacher: Do you always have lunch at 2 oćlock?
Teacher: Does your boss always have lunch at work?
Teacher: Does your boss always finish work at 7 oćlock?
Teacher: Does your boss always have a coffee in the morning?
Teacher: Does your boss always listen to the radio at work?
Teacher: Ask me if I always start work at 8 oćlock

Student: Do you always start work at 8 oćlock?
Teacher: Ask me if I always have yoghurt for breakfast
Student: Do you always have yoghurt for breakfast?
Teacher: Ask me if I always play football on Sundays
Student: Do you always play football on Sundays?
Teacher: Ask me if I always have dinner at 8 oćlock
Student: Do you always have dinner at 8 oćlock?
Teacher: Ask me if my mother always watches TV at night
Student: Does your mother always watch TV at night?
Teacher: Ask me if my father always has a snack in the afternoon

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Student: Does your father always have a snack in the afternoon?
Teacher: Ask me if my sister always works on Saturdays
Student: Does your sister always work on Saturdays?
Teacher: Ask me if my boss always watches football?
Student: Does your boss always watch football?
COMMON MISTAKE
CORRECT: She’s looking at me.
INCORRECT: She’s looking me.
 DRILL (15-20 Q’s): Hold up the following pictures and quickly get your students to describe
the photos eliciting “looking at” in negative, affirmative, and interrogative.
Teacher: Are they looking at a TV?

Student: No, they aren´t looking at a TV
Teacher: Are they looking at each other?
Student: Yes, they´re looking at each other
Teacher: Are they looking at a magazine?

Student: No, they aren´t looking at a magazine
Teacher: What are they looking at?
Student: They´re looking at each other
Teacher: Are they looking at fashion magazines?
Student: No, they aren´t looking at fashion magazines?
Student: No, they aren´t looking at each other
Teacher: What are they looking at?
Student: They´re looking at their mobile phones
Teacher: Are they looking at power point presentation?

Student: No, they aren´t looking at a power point presentation
Student: No, they aren´t looking at each other
Teacher: Are they looking at their boss?
Student: Yes, they´re looking at their boss
Teacher: Are they looking at a mobile phone?

Student: No, they aren´t looking at a mobile phone
Teacher: Are they looking at a desktop computer?
Student: No, they aren´t looking at a desktop computer
Teacher: Are they looking a laptop?
Student: Yes, they´re looking at a laptop
Teacher: Are all the people looking at a picture?

Student: No, they aren´t looking at a picture
Teacher: Are they looking at something outside the bus?
Student: No, they aren´t looking at anything outside the bus
Teacher: Are most people looking at each other?
Student: Yes, most people are looking at each other

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UNIT 24
TO STUDY
 DRILL (15-20 Q’s): Review the verb “to study” focusing on the pronunciation. Practice this
in the present simple and present continuous.
1. Do you always study English at night?

2. Are you studying English right now?
3. Do you like studying English?
4. Do you study in the morning or in the afternoon?
5. Does your boss study English in the office?
6. Do you study English at work?
7. Is your boss studying French?
8. Do you study French?
9. Do you always study on Saturdays?
10. Is your mother studying at university this year?
11. Does your brother/sister study a lot?
12. Is your father studying history for fun?
13. Do you study for fun or because you have to?
14. Are your friends studying in another country this year?
15. Do your friends study at university?
16. Is it fun to study in your free time?

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VOCABULARY (WEEK 6)
missing
BASICS (WEEK 6)
DAYS OF THE WEEK AND ORDINAL NUMBERS
As you can see in UNIT 24 of the student book, they learn to say the day and the
ordinal number….
Get your students to say these aloud as a group, the first student starts with the first
day and then the second student says the second day and so on till they finish the
month. To make it more exciting tell them that if someone gets it wrong they’ll have to
start over!
Tuesday, the first. Wednesday, the second. Thursday, the third. Friday, the fourth.
Saturday, the fifth. Sunday, the sixth. Monday, the seventh. Tuesday, the eighth.
Wednesday, the ninth. Etc. etc. etc. until the 31st.
DICTATION
Numbers, dates, etc…
BASICS
Review basics from previous weeks

Your ideal house
UNIT 23: The first pronunciation point to cover this week is the pronunciation of “i + consonant
+ e” in words such as “life”.
Then in UNIT 24, your students learn the pronunciation of words ending in “-ame”.
Drill them on these.
1.What´s your name?

2.Is football a fun game?
3.Is his name the same as yours?
4.Do you always play board games with your family?
5.Is your name the same as your boss´s name?
6.Is learning English the same as a game?
7.Ask me if I came to work by metro
8.Ask me what´s my sister´s name
9.Ask me what´s my surname
10. Ask me if I have the same name as my boss

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11. Ask me I like playing board games
12. Ask me I think learning Spanish is a game
HOMEWORK (WEEK 6)

8. Should every child be obliged to study in this country or should they be given the right to
choose?

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Week 7

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UNIT 25
ONCE, TWICE
 DRILL (15-20 Q’s): To get your students practicing saying “once” or “twice” give them a
verb and a subject and have them formulate sentences.
Use any verbs they’ve practiced in the course but be sure to include the ones introduced in
the unit: “to go fishing”, “to go swimming”, “to go shopping” and “to go skiing”.
Teacher: You/go shopping

Student: I go shopping twice a week.
1. My friend / go home/ by bus

My friend goes home by bus twice a week
2. My neighbor/go sailing
My neighbor goes sailing twice a year
3. You/ have a drink
I have a drink twice a week
4. You/go to bed late
I go to bed late once a week
5. My grandma/ go to church
My grandma goes to church once a week.
6. She/go to her English class
She goes to her English classes twice a week
7. My father/ buy a newspaper
My father buys a newspaper once a week
8. My girlfriend/ walk home
My girlfriend walks home once a week
9. My friend/ go swimming
My friend goes swimming once a week
10. My grandfather / go fishing
My grandfather goes fishing twice a month.
11. My boss/ go skiing
My boss goes skiing twice a year
12. You / talk to friend
You talk to your friend once a week
13. He /catch the bus
He catches the bus once a week
14. You/ do the homework
You do the homework twice a week
15. I/give her presents
I give her presents once a month
ONCE, TWICE (continued…)

 DRILL (15-20 Q’s) Now continue with direct questions… (also review “sometimes” and
“usually”)

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Teacher: Do you go to the dentist once a year?
Student: Yes, I go to the dentist once a year.
Teacher: Do you go fishing once a year?

Teacher: Does your father go fishing twice a year?
Teacher: Does your boss usually go fishing once in his holidays?
Teacher: Do you go swimming once a week?
Teacher: Does your friend go swimming twice a week?
Teacher: Does your boss go swimming in the sea once a year?
Teacher: Do you go shopping once a day?
Teacher: Do you usually go shopping on Saturdays?
Teacher: Do your parents go to the supermarket once a week?
Teacher: Do you usually go skiing twice a year?
Teacher: Does your father sometimes go skiing once a year?
Teacher: Do you sometimes go to England once a year?
Teacher: Does your family usually go on holiday twice a year?
Teacher: Do you usually play the lottery once a year?
Teacher: Does your boss go to the gym twice a week?
Teacher: Do you usually play football once a week?
UNIT 26
TO TRY TO
 DRILL (15-20 Q’s): Here your students will learn to say “to try to” followed by a verb in the
infinitive or the gerund. Use the following verbs from the vocabulary list in the unit:
 To help
 To eat
 To use
 To pay attention
 To learn
 To find
 To improve
 To understand
 To spend
Teacher: Do you try to eat healthy?

Student: Yes, I try to eat healthy.
Teacher: Are you trying to learn English?
Student: Yes, I’m trying to learn English.
Teacher: Do you try to help your boss?

Teacher: Are you trying to help your friend learn English?
Teacher: Do you try to eat salad every day?
Teacher: Are you trying to eat more fruit and vegetables?
Teacher: Do you try to use different computer programs?
Teacher: Are you trying to use more English vocabulary?
Teacher: Do you try to pay attention in class?
Teacher: Are you trying to pay attention now?
Teacher: Do you try to learn new words every day?
Teacher: Are you trying to learn the Russian alphabet?
Teacher: Do you try to find new words in the dictionary?

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Teacher: Are you trying to find a new house?
Teacher: Do you try to improve your English reading and speaking?
Teacher: Are you trying to improve your pronunciation?
Teacher: Do you try to understand everything your boss says?
Teacher: Are you trying to understand the economy?
Teacher: Do you try to spend very little money?
Teacher: Are you trying not to spend money?
UNIT 27
EXPRESSIONS
 What a good…!
 What a bad…!
 What a great/terrible…!
 DRILL (10 & 10 Q’s) : Get your students to rephrase your sentences by using the above
expressions.
Teacher: I love that movie!
Student: What a good movie!
Teacher: I’m having a horrible day.

Student: What a horrible day!
Teacher: I hate that TV program, it´s awful!

Student: What a bad TV program!
Teacher: I love that idea!
Student: What a good idea!
Teacher: I´m having a really good day!
Student: What a great day!
Teacher: My boss gave us all lots of work for the weekend, oh noooo!
Student: What a terrible boss!
Teacher: That student does all his homework!
Student: What a good student!
Teacher: That student never does any homework!
Student: What a bad student!
Teacher: This is an amazing party, it´s so much fun!
Student: What a great party!
Teacher: He stole all the money and presents!
Student: What a terrible person!
Teacher: He´s a very clever student!
Student: What a good student!
Teacher: It´s not a nice picture, it´s very ugly
Student: What a bad picture
UNIT 28
COMMON MISTAKE
CORRECT: At the moment.
INCORRECT: In this moment.

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 DRILL (15-20 Q’s): Require your students to add “at the moment” at the beginning or at
the end of their answers.
Teacher: Is your boss in a meeting?

Student: Yes, my boss is in a meeting at the moment.
Teacher: Is your mother making a cake?
Student: Yes, at the moment my mother is making a cake.
Teacher: Are you sitting down?

Teacher: Is it raining?
Teacher: Is your boss playing football?
Teacher: Are your friends watching TV?
Teacher: Is it snowing?
Teacher: Is your friend waiting outside?
Teacher: Are we playing computer games?
Teacher: Are we learning French?
Teacher: Are you in your office?
Teacher: Is your friend at the cinema?
Teacher: Are you drinking a coffee?
Teacher: Are you learning a lot?
Teacher: Are we playing a game?
Teacher: Is he looking at the wall?
Teacher: Is it dark outside?
Teacher: Is it wintertime?
Teacher: Are you having fun?!

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VOCABULARY (WEEK 7)
 Psychology
 Physics
 Maths
 Chemistry
 Geography
 Biology
 History
 English
BASICS (WEEK 7)
DAT ES
Use pg. 28 in your picture book and get your students to practice saying the dates in both the
UK and US format.
DICTATION
Numbers
BASICS
Do other basics to review previous weeks.
Madrid Metro System
In UNIT 26 your students learn how to pronounce words that end in “-ake” such as the word
“cake”. Drill them on this.
1. Do you prefer chocolate cake or cheesecake?

2. Are you awake at the moment?
3. Do snakes eat cake?
4. Do you think snakes prefer cake or steak?
5. Do you prefer cheesecake or milkshake?
6. Does your boss make a lot of mistakes?
7. Is there a lake full of snakes near Madrid?
8. Do you prefer steak or milkshake?
9. Is that easy to make?
10. Are his teeth fake?
11. Is that a good remake?
12. Do you need to shake it before you serve it?
13. Is it possible to take it with me?
14. Do you know Jake?
15. Do you often talk for the sake of talking?
16. How much cake did you eat yesterday?

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17. What time do you have to wake up tomorrow?
18. Is that a big lake?
19. Do you know how to bake?
20. Do you go to the bakery every day?
HOMEWORK (WEEK 7)

4. Look at the vocabulary list from this unit and decide which subject you would study more if you
could. Explain why.
5.

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6.

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Week 8

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UNIT 29
REVIEW
 DRILL (15-20 Q’s): Review units from last week. Refer to the unit to see what is being
reviewed. UNIT 2 – ELICITING QUESTIONS D0/DID
1. I go to the supermarket EVERY DAY (how ofeten)

2. She plays FOOTBALL better than most boys (what)
3. I drink WATER when I’m thirsty(what)
4. My PHONE broke when I dropped it (what)
5. My phone broke WHEN I DROPPED IT (when)
6. ROBERT does the washing up (who)
7. Robert does THE WASHING UP (what)
8. He does the ironing BECAUSE HIS WIFE WORKS FULL-TIME (why)
9. He doesn’t clean BECAUSE IT’S A WASTE OF TIME FOR HIM (why)
10. I want to buy THAT BOOK (which)
11. I want to BUY that book (what do you want to do)
12. She keeps jewels IN A WOODEN BOX (where)
13. She keeps her JEWELS in a wooden box (what)
14. He trains IN ORDER TO BE STRONGER (why)
15. He usually goes running IN THE EVENING (when)
UNIT 30
NUMBER + TIMES
Now that you’ve done “sometimes”, “always”, “once”, and “twice” in previous weeks,
we’ll continue with frequency adverbs, but this time “number + times”, e.g. “I brush
my teeth three times a day.
First of all, it’s important super important to emphasize that we never say “one time a
week” or “two times a week”, they must remember to use “once” and “twice”.
Also, in previous points we used direct questions to practice the frequency adverbs,
now this is the first time we introduce the question “how often…?”, explain that this is
how to ask for frequency.
 DRILL (20 Q’s): Get your students to practice saying “ x times a week/day/month/year”
Teacher: How often do you go to the pub?

Student: I got to the pub three times a week.
1. How often do you go out for dinner?
2. How often do you travel to other countries?
3. How often do you play tennis?
4. How often do you do exercise?
5. How often do you play basketball?
6. How often do you play football/soccer?
7. How often do you get to work late?

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8. How often do you stay late after work?
9. How often do you go fishing? Shopping? Skiing?
10. How often do you work with a computer?
11. How often do you make phone calls?
12. How often do you go to the movies?
13. How often do you go to the theatre?
14. How often do you get a pay raise?
15. How often do you argue with your boss?
16. How often does your wife/husband argue with you?
17. How often do you get irritated?
18. How often do you go to bed late?
19. How often do you go to bed early?
20. How often do you do the housework?
21. How often do you watch tv?
22. How often do you drive to work?
23. How often do you walk to work?
24. How often do you pick fruit from trees?
25. How often do you go jogging?
26. How often do you visit your relatives?
27. How often do your relatives visit you?
28. How often do you buy clothes?
29. How often do you buy shoes?
30. How often do you go to the beach?
31. How often do you come to this class?
32. How often do you drink coke?
33. How often do you eat chocolate?
34. How often do you cook?
35. How often do you have parties at home?
UNIT 31
TO LIKE
 DRILL (15-20 Q’s) : Sometimes students get a bit confused with the verb “to like”
because in previous schooling or in dictionaries they learn that it’s similar to their verb
in Spanish which is ‘gustar’, however when they use ‘gustar’ the structure is more
similar to saying something like “flowers please me” ‘me gustan las flores’. Therefore,
in this unit, students are told that the more appropriate translation is ‘apreciar’ instead
of ‘gustar’.
Practice the affirmative and negative.
Teacher: Do you like coffee?

Student: Yes, I like coffee.
1. Do you like dogs?

2. Do dogs like you?
3. Do you like chocolate?
4. Do mice like cheese?
5. Do children like games?
6. Does your best friend like wine?
7. Does your boss like his job?
8. Do you like the beach?
9. Do monkeys like bananas?
10. Do you like English?
11. Does your partner like flowers?
12. Do Japanese people like sushi?

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13. Does your dog/cat like sleeping?
14. Do you like onions?
15. Do Russian people like vodka?
16. Does your boss like you?
17. Do lions like meat?
THERE + TO BE & “a couple of..”, “a bit of…”

 DRILL (20 Q’s) : Now combine the above expressions with “there + to be”.
Teacher: Ask me if there’s a bit of wine in the bottle.

Student: Is there a bit of wine in the bottle?
1. Ask me if there are a couple of beers in the fridge.

2. Ask me if there´s a bit of pizza in the box.
3. Ask me if there´s a bit of money on the table.
4. Ask me if there are a couple of eggs in the cupboard.
5. Ask me if there´s a bit of cheese on the plate.
6. Ask me if there are a couple of people at the door.
7. Ask me if there´s a bit of soup in the bowl.
8. Ask me if there are a couple of students in the class.
9. Ask me if there´s a bit of water on the floor.
10. Ask me if there´s a bit of sand in the bed.
11. Ask me if there are a couple of dogs in the garden.
12. Ask me if there are a couple of books in my bag.
13. Ask me if there´s a bit of bacon in my sandwich.
14. Ask me if there are a couple of offices in the building.
15. Ask me if there´s a bit of sunshine outside.
UNIT 32
NEVER
 DRILL (15-20 Q’s) : Time to practice yet another frequency adverb… “never”. Elicit answers
with “never”.
Teacher: Do you have a whiskey in the mornings?

Student: No, I never have a whiskey in the mornings.
1. Do you ever swim with sharks?

2. Do you ever work on Sundays?
3. Do you ever drive at 200km per hour?
4. Do you ever play poker in work?
5. Do you ever break windows for fun?
6. Do you ever leave work early on Mondays?
7. Do you ever fight your boss?
8. Do you ever steal food from the supermarket?
9. Do you ever ask your boss for extra money?
10. Do you ever park your car in your boss´s space?
11. Do you ever shout at people on the street?
12. Do you ever fly to Yemen?

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13. Do you ever forget your name?
14. Do you ever read books in Russian?
COMMON MISTAKE
CORRECT: I’m a teacher
INCORRECT: I’m teacher
 DRILL (15-20 Q’s) : Ask your students about their professions.
Teacher: Are you a teacher?

Student: No, I’m not a teacher.
Teacher: Are you an astronaut?
Student: No, I’m not an astronaut.
1. Are you an engineer?

2. Are you a dentist?
3. Are you a doctor?
4. Are you a lawyer?
5. Are you an accountant?
6. Are you a butcher?
7. Are you a receptionist?
8. Are you a consultant?
9. Are you a magician?
10. Are you a shop assistant?
11. Are you a taxi driver?
12. Are you a waitress/waiter?
13. Are you a lifeguard?
14. Are you a chef?
15. Are you a musician?
16. Are you a yoga instructor?
17. Are you a politician?
18. Are you an actor?
19. Are you a builder?
20. Are you a journalist?

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VOCABULARY (WEEK 8)
 Doctor
 Astronaut
 Artist
 Actress
 Waiter
 Architect
BASICS (WEEK 8)
DICTATION
Dates
Continue reviewing basics covered in previous weeks.
The Simpsons
This week we’ll practice three similar sounds…
UNIT 30 covers the pronunciation of words ending in “-age” such as “rage” or “stage”.
Also, in unit 31 your students learn about the pronunciation of words ending in “-ave” such as
“slave” or “shave”.
Finally, the pronunciation that they learn in UNIT 32 is “-ape” at the end of words such
as “landscape”.
1. Do you have stage fright?
2. Are you engaged?

3. Do you like Nicolas Cage as an actor?
4. Do you keep a canary in a cage?
5. Are the wages equal for men and women in this country?
6. Are your children still underage?
7. Are we on a stage right now?
8. Are you happy with the minimum wage in Spain?
9. Do you learn things more easily with age?
10. Do you remember using VHS tapes?
11. Have you ever tried maple syrup?

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12. Are all apes as intelligent as humans?
13. Do you have the evidence on tape?
14. Do you use tapes?
15. Is rage a positive feeling?
16. Can you drink when you are underage?
17. Do we live in the information age?
18. Do you enjoy watching animals in a cage?
19. Do you own a bird cage?
20. Does the Palcio de Deportes have a stage?
HOMEWORK (WEEK 8)

10. Do we often have the career that we wanted? Why?

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Week 9

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UNIT 33
ALMOST ALWAYS, HARDLY EVER
 DRILL (15-20 Q’s): The last frequency adverbs that we’ll practice in this course are “almost
always” and “hardly ever”…
Teacher: How often do you have lunch at 2 o’clock?

Student: I almost always have lunch at 2 o’clock.
1. How often do you start work at midday?

2. How often do you work on Sundays?
3. How often do you sing in the shower?
4. How often do you speak French?
5. How often do you have dinner at 9 oćlock?
6. How often do you visit China?
7. How often do you practice English?
8. How often do you shower before work?
9. How often do you take a taxi to work?
10. How often do you sleep in a bed?
11. How often do you brush your teeth before bed?
12. How often do you speak Spanish at work?
13. How often do you wash your car?
14. How often do you buy a new mobile?
15. How often do you find money on the street?
16. How often do you have your mobile in your pocket/handbag?
COMMON MISTAKE
CORRECT: Is she coming?
INCORRECT: She is coming?
 DRILL (15-20 Q’s): Elicit questions in present continuous.
Teacher: Ask me if it’s raining.

Student: Is it raining?
Teacher: Ask me if I’m eating lunch at 2 o’clock.
Student: Are you eating lunch at 2 o’clock?
1. Ask me if I´m teaching English.

2. Ask me if I´m sitting or standing.
3. Ask me if you are learning English.
4. Ask me if I´m waiting for a bus.
5. Ask me if I´m wearing shoes.
6. Ask me if I´m making dinner.
7. Ask me if my boss is working.
8. Ask me if my sister is travelling.

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9. Ask me if I´m writing on the board.
10. Ask me if I´m reading this exercise.
11. Ask me if drawing a picture.
12. Ask me if my parents are relaxing.
13. Ask me if the children are playing.
UNIT 34
TO POINT AT (practicing body vocabulary)
 DRILL (20 Q’s): Point at yourself or others to elicit the names of different body parts.
Teacher: What am I pointing at?

Student: You’re pointing at your head.
Teacher: What am I pointing at?
Student: You’re pointing at my ears.
1. Left thumb
2. Right eye
3. Fringe( bangs)
4. Left eyebrow
5. Nose
6. Nails
7. Toes
8. Eyelashes
9. Forehead
10. Left wrist
11. Right forearm
12. Triceps
13. Shoulder
14. Kneecap
15. Chest
16. Adams’s apple
17. Armpit
18. thigh
UNIT 35
TO HURT
 DRILL (20 Q’s) : Spanish students typically use this verb in the wrong way, especially because in
Spanish if you want to say that “something hurts” you would literally say “something hurts me”
therefore you get a lot of students saying “my head hurts me”. Make sure you get them used to
saying it the right way…
FIRST…
Teacher: he / head
Student: His head hurts.
Teacher: They / arm
Student: Their arms hurt.
Teacher: I / leg
Teacher: You / head
Teacher: He / arm
Teacher: She / stomach

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Teacher: We / head
Teacher: They / back
Teacher: I / foot
Teacher: You / stomach
Teacher: He / finger
Teacher: She / shoulder
Teacher: We / feet
Teacher: They / eyes
Teacher: I / teeth
Teacher: You / ear
Teacher: He / fingers
Teacher: She / toes
Teacher: We / knees
Teacher: They / legs
Teacher: I / nose
Teacher: You / tongue
Teacher: He / back
THEN… (get your students to ask the questions)

Teacher: Ask me if my hand hurts.
Student: Does your hand hurt?
COMMON MISTAKE (FALSE FRIEND)

CORRECT: She’s pregnant.
INCORRECT: She’s embarrassed.
 DRILL (15-20 Q’s) :

Teacher: Is your best friend pregnant?
Student: No, my friend isn’t pregnant.
Teacher: Is your boss pregnant?

Teacher: Is your sister pregnant?
Teacher: Is your best friend pregnant?
Teacher: Do you think it´s easy being pregnant?
Teacher: Do you think it´s fun being pregnant?
Teacher: Do you know anybody who is pregnant?
Teacher: Am I pregnant?
Teacher: Does your friend know anyone who is pregnant?
Teacher: What do women wear when they are pregnant?
Teacher: Is your neighbor pregnant?
Teacher: Are there many pregnant people at your work?
Teacher: Do you see many pregnant people on the metro?
Teacher: Is it easy to drive if you´re pregnant?
Teacher: Can you eat sushi when you´re pregnant?
Teacher: Can you drink wine when you´re pregnant?
Teacher: Can you play football when you´re pregnant?
UNIT 36

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EXPRESSIONS (GREETINGS)
Hello, Hi, Good morning/afternoon/evening/night, Good bye, See you later/tomorrow, etc…
***To practice the greetings I recommend simply using the translation lists in the unit.
COMMON MISTAKE
CORRECT: My parents
INCORRECT: My fathers.
 DRILL (15-20 Q’s) :
Teacher: Do you like your girlfriend’s parents?

Student: No, I don’t like my girlfriend’s parents?
Teacher: Are your parents from Spain?
Student: Yes, my parents are from Spain.
Teachers: Do your parents live in Madrid?

Teacher: Are your parents from another country?
Teacher: Do your parents work for the same company?
Teacher: Are your parents very quiet?
Teacher: Are you smaller than your parents?
Teacher: Are your parents on holiday this week?
Teacher: Do you talk to your parents every day?
Teacher: Are your parents crazy people?
Teacher: Are you taller than your parents?
Teacher: Are your friend´s parents very nice people?
Teacher: Who are your parents´ parents?
Teacher: Do you see your parents every day?
Teacher: Do you always go on holiday with your parents?
Teacher: Are your parents very busy every day?
Teacher: Do you call you parents every day?
Teacher: Do your parents like the same movies?
Teacher: Do your parents travel a lot?

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VOCABULARY (WEEK 9)
 Head
 Eyes
 Nose
 Mouth
 Arms
 Legs
 Hair
 Ears
BASICS (WEEK 9)
Review basics from other weeks.
NEED IDEA
UNIT 34 - Practice the pronunciation of “-ade” at the end of words such as “made” or
“marmalade”.
UNIT 35- The Spanish “T” at the beginning of words is quite different from the English “T”.
Practice words starting with “T” such as “take” and make sure your students don’t touch their
teeth with their tongue.
Drill
HOMEWORK (WEEK 9)

14. Xxxxxxxxxxxxxxxxxxxxx – need hw idea related to the units.

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Week 10

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UNIT 37
REVIEW
 DRILL (15-20 Q’s): Refer to the Unit to know what points to review.
Teacher: Do you go to the dentist twice a year?

Teacher: Do you usually play tennis twice a month?
Teacher: Do you ever go to the moon?
Teacher: Do you ever talk to the King?
Teacher: Do you like your boss?
Teacher: Do you almost always start work at 9am?
Teacher: Do you hardly ever finish work at 5pm?
Teacher: What am I pointing at? (point at the door)
Teacher: What am I pointing at? (point at another student)
Teacher: What am I pointing at? (point at your hand)
Teacher: Does your head hurt?
Teacher: Do your arms hurt?
Teacher: Does your stomach usually hurt after dinner?
Teacher: Do your parents live in another country?
Teacher: Do your parents go to the cinema once a week?
Teacher: Do your parents visit you twice a week?
UNIT 38
TO LAST
Here we introduce the verb “to last” but at first lets just focus on third person plural where the
answer will always be “last”. Later we’ll get them to practice “lasts” (they find the “-sts” sound
very difficult).
 DRILL (15-20 Q’s)
Teacher: How long do movies normally last?

Student: Movies normally last around 90 minutes.
1. How long does an opera last?
2. How long does your summer vacation usually last?
3. How long does a visit to your mother-in-law’s house usually last?
4. How long does a visit from your mother-in-law usually last?
5. How long does a visit to the dentist usually last?
6. How long does an argument with your partner usually last?
7. How long does a shower usually last?
8. How long does your favorite tv show last?
9. How long does a visit to the barber usually last?
10. How long does a visit to the shopping center usually last?
11. How long does a business trip usually last?
12. How long does a walk in the countryside usually last?
13. How long does a visit to the doctor usually last?
14. How long does a visit to a friend usually last?
15. How long does a visit from a friend usually last?
16. How long does a visit from a plumber usually last?
17. How long does a car accident usually last?
18. How long does good news last?

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19. How long does bad news last?
20. How long does a kiss last?
UNIT 39
HOW LONG + LAST…?
 DRILL (15-20 Q’s) : Now get your students to ask you the questions…
MASTER THE INTERROGATIVE

Teacher: The news on television lasts 30 minutes.
Student: How long does the news last on television?
Teacher: A movie usually lasts 90 minutes.
Student: How long does a movie usually last?
etc..
Teacher: A class lasts two hours

Teacher: A break lasts twenty minutes
Teacher: The summer holidays last four weeks
Teacher: A phone battery lasts one day
Teacher: High school lasts six years
Teacher: A meeting lasts thirty five minutes
Teacher: A video game lasts four hours
Teacher: Summer in Scotland lasts one month
Teacher: A bottle of water lasts two hours
Teacher: The flight lasts three hours
Teacher: A bottle of shampoo lasts one month
Teacher: A course lasts two weeks
Teacher: Dinner usually lasts two hours
Teacher: A phone conversation lasts five minutes
Teacher: The news lasts an hour
Teacher: The journey lasts twenty minutes
UNIT 40
LASTS (unit 11.11 in your teacher manual)

 DRILL (20 Q’s): Elicit the third person singular.
1. TEACHER: How long does the news last on television?

STUDENT: The news lasts 30 minutes on television.
2. How long does a movie last?
3. How long does this class last?
4. How long does a telephone conversation usually last?
5. How long does your lunch break last?
6. How long does your coffee break usually last?
7. How long does a meeting usually last in your department?
8. How long does a pack of cigarettes usually last?
9. How long does a video game usually last?
10. How long does an opera last?
11. How long does your summer vacation usually last?
12. How long does a phone conversation last?
13. How long does a bottle of shampoo last?
14. How long does a bottle of wine last?

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15. How long does your journey to work last?
16. How long does a flight to London last?
17. How long does your journey home last?
18. How long does a play in the theatre usually last?
19. How long does a phone battery last?
20. How long does a party last?

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VOCABULARY (WEEK 10)
 The news
 Movie
 Computer game
 Conversation
 Lunch break
 Coffee break
 Meeting
 Match
BASICS (WEEK 10)
TELLING THE TIME
Review telling the time and add “in the morning”, “in the afternoon”, “in the evening”
and “at night”.
Review basics and do numbers dictations
Describe a relative you should but hardly ever get in touch with

This week your students learn how to pronounce words ending in “-ate” such as “pirate”. Drill
them to practice this.
1. Is there a lot of space in this room?
2. Are you looking for a new place to live?
3. Is a marathon a race?
4. Is the pace of the class too slow or too fast for you?
5. Are aliens from space?
6. Do you like car chases?
7. Do you have shoelaces?
8. Is your mother called Grace?
9. Do you like this place?
10. Do action films normally have a car chase?
HOMEWORK (WEEK 10)


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18. Xxxxxxxxxxxxxxxxxxxxx – need hw idea related to the units.

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Week 11

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UNIT 41
EXPRESSIONS
 DRILL (12 Q’s): Practice very basic “Master the Interrogative” with questions “what is it?”
and “where is it?”.
Teacher: It’s in the East of Europe.

Student: Where is it?
Teacher: It´s in Spain

Teacher: It´s beside the door
Teacher: It´s close to the cinema
Teacher: It´s on the table
Teacher: It´s in Scotland
Teacher: It´s under the chair
Teacher: It´s a hat
Teacher: It´s a dog
Teacher: It´s a bird
Teacher: It´s a mobile phone
Teacher: It´s a desktop computer
Teacher: It´s a laptop
COMMON MISTAKE
CORRECT: Take a picture of me.
INCORRECT: Take me a picture.
FYI – in this unit they briefly cover that we say “on a bus”, “on a boat” or “on a plane”… never
“in”. Include this in your drills.
FIRST…
Teacher: you/me.
Student: I’m taking a picture of you.
Teacher: He / her
Student: He’s taking a picture of her.
Teacher: You / her

Teacher: You / him
Teacher: He / him
Teacher: He/ her
Teacher: She / her
Teacher: She / him
Teacher: We / them
Teacher: We / you
Teacher: They / them
Teacher: They / us
Teacher: You / them

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Teacher: She / us
Teacher: He / you
Teacher: They / her
Teacher: We / her
THEN…
Teacher: Do you take pictures of your friends on the bus?

Student: No, I don’t take pictures of my friends on the bus.
Teacher: Do you take pictures of places in Madrid?

Teacher: Do you take lots of pictures on your phone?
Teacher: Do you take pictures of animals?
Teacher: Does your friend take lots of pictures?
Teacher: Does your friend use a camera to take pictures?
Teacher: Do you take pictures of your family on a boat?
Teacher: Do your family take pictures of each other on the metro?
Teacher: Can you take pictures on planes?
Teacher: Do you take pictures of your family on planes?
Teacher: Does your boss take pictures of famous places?
Teacher: Do you take pictures of your family on the train?
Teacher: Is it better to take pictures with a camera or a phone?
Teacher: Can you take pictures in museums?
Teacher: Do you take lots of pictures on holiday?
Teacher: Does your father take pictures of everything?
UNIT 42
TO GIVE (PRESENT SIMPLE)
 DRILL (15-20 Q’s): practice this with “every day”.
Teacher: Do you give an apple to your teacher every day?

Student: Yes, I give an apple to my teacher every day.
Teacher: Does your mother give you food every day?
etc…
Teacher: Do you give your boss a present every day?

Teacher: Does your boss give you lots of work every day?
Teacher: Do your friends give you a call every day?
Teacher: Does your father give you sweets every day?
Teacher: Does your mother give you cake every day?
Teacher: Does your boss give you coffee every day?
Teacher: Do you give your father oranges every day?
Teacher: Do you give your mother a kiss every day?
Teacher: Does your family give you money every day?
Teacher: Do your parents give your brother money every day?
Teacher: Do your teachers give you homework every day?
Teacher: Do your family give your neighbours tea every day?
Teacher: Does your boss give you too much work every day?
Teacher: Does your friend give you a newspaper every day?
Teacher: Do you give your friends cake every day?
TO GIVE (continued…)

101
GUIDE
 DRILL (12 Q’s): In English we use the same verb for what native Spanish speakers express
with two different verbs ‘dar’ and ‘regalar’. ‘Dar’ is “give” in the sense of when you hand
someone something (e.g. I gave him the pen) and ‘regalar’ is when you gift something to
someone (e.g. I’m going to give my boyfriend a present for his birthday)
Teacher: Do you give your friend a present every year?

Student: No, I don’t give my friend a present every year.
Teacher: Do you give your family presents every year?

Teacher: Do you give your boss a new pen every year?
Teacher: Do you give your friend a scar every year?
Teacher: Does your friend give you a new hat every year?
Teacher: Does your boss give you a review every ear?
Teacher: Does your company give you more money every year?
Teacher: Do you give your friends paintings every year?
Teacher: Does your mother give you a new jumper every year?
Teacher: Does your brother give you a birthday present every year?
Teacher: Do you give your mother a bag for Christmas every year?
Teacher: Do you give your father socks for Christmas every year?
Teacher: Do you give money to friends every year?
Teacher: Does your boss give you a Christmas present every year?
Teacher: Does your sister give you lots of presents every year?
Teacher: Do you give your cat a present every year?
UNIT 43
PUBLIC/BANK HOLIDAYS
 DRILL (15-20) : Use the list of vocabulary (bank holidays) in the unit and drill them…
Teacher: When is Christmas day?

Student: It’s on the 25th of December.
Teacher: Does Santa go to your house on Christmas day?
Student: Yes, Santa goes to my house on Christmas day.
Teacher: What do you do on Christmas day?

Teacher: When is New Year´s Eve?
Teacher: what do you do on New Year´s Eve?
Teacher: When is Thanksgiving?
Teacher: Is Thanksgiving popular in the UK?
Teacher: Where is Thanksgiving popular?
Teacher: What do Americans do for Thanksgiving?
Teacher: When is Easter?
Teacher: Is Easter very important in Spain?
Teacher: What do you do for Easter?
Teacher: When is Labor Day?
Teacher: Where is Labor Day celebrated?
Teacher: What do people do for Labor Day?
Teacher: When do you take your vacations?
Teacher: Do you prefer vacations in winter or summer?
Teacher: What do you like to do on holiday?
EXPRESSION
To go on holiday / to go on vacation

102
GUIDE
 DRILL (15-20 Q’s) :
Teacher: Do you go on holidays in August?

Student: Yes, I got on holidays in August.
Teacher: Do you go on holiday every summer?

Teacher: Do you go on holiday twice a year?
Teacher: Do you always go on vacation to the same place?
Teacher: Do you go on vacation to different countries?
Teacher: Do you like going on holiday with all your family?
Teacher: Do you usually go on vacation with your parents?
Teacher: Do you prefer to go on holiday in July or August?
Teacher: Do you usually go on vacation to the mountains in winter?
Teacher: Does your boss go on holiday to the same place as you?
Teacher: Do you go on vacation at the same time as your boss?
Teacher: Do your parents go on holiday at the same time every year?
Teacher: Are you going on vacation next week?
Teacher: Does your friend always go on holiday to very different countries?
Teacher: Does your boss usually go on vacation at Easter?
Teacher: Is your boss on holiday at the moment?
UNIT 44
REVIEW
 DRILL (15-20 Q’s) : Refer to the unit to see what points are reviewed here.
Teacher (short answer)

Do you have a cat?
Do you have a brother?
Does she have a hat?
Does he have a notebook?
Teacher: Are there few teachers in this company?

Teacher: Are there any giraffes in Madrid?
Teacher: Are there few students in this room?
Teacher: Are there any football stadiums in Madrid?
Teacher: Do you have a million euros?
Teacher: How old is your friend´s car?
Teacher: Do you have the flu?
Teacher: Is there any light in your flat?
Teacher: I have a pen, do you have one?
Teacher: I don´t have a Ferrari, do you have one?
Teacher: Is he sick?
Teacher: does he have a runny nose?
Teacher: Do you have dinner at 7 oćlock?
Teacher: How long does a meeting usually last?
Teacher: Do you give your boss a pen every day?

103
GUIDE
VOCABULARY (WEEK 11)
 Christmas day
 New Year’s Eve
 Thanksgiving
 Easter
 Labor/labour day
 Vacation
 Holiday
BASICS (WEEK 11)
BASICS
Review money and months of the year.
DICTATION
Do combined dictations with ordinals and numbers.
Describe a situation in which you were not able to sort out a problem.
In UNIT 42 your students learn the pronunciation of words starting with “y” such as “you”.
Drill them to practice this.
1. Is Manchego cheese yellow?

2. Was yesterday Tuesday?
3. Did you make any plans yesterday?
4. Was yesterday hot?
5. Do you own a yacht?
6. Do you yawn a lot?
7. Ask me if I yawn a lot.
8. Does [student x] yawn a lot?
9. Do you live in Yemen?
10. Is yellow your favourite colour?
11. Do you prefer the egg white or the yolk?
12. Is Yellowstone a park?
13. Who was Yoko Ono married to?
14. Is a year 12 twelve months or 15 months?
15. Is there a band called “Yes”? [yes, there is!!]
16. Is your English teacher young?
17. Ask me if my friends are young.
18. Is the yoyo effect common among men?

104
GUIDE
HOMEWORK (WEEK 11)

22. Write 30 words about your favourite public holiday in your country and why.

105
GUIDE

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VAUGHAN GROUPS TEACHER GUIDE

VAUGHAN SYSTEMS – CAPE TOWN TEACHER

Dear Vaughan Teacher,

We’ve written this teacher guide for you to help you

VAUGHAN SYSTEMS – CAPE TOWN TEACHER

VAUGHAN SYSTEMS – CAPE TOWN TEACHER

STEP THREE – fill in the skeleton

VAUGHAN SYSTEMS – CAPE TOWN TEACHER

VAUGHAN SYSTEMS – CAPE TOWN TEACHER

Need help with understanding Teacher Guides?

VAUGHAN SYSTEMS – CAPE TOWN TEACHER

4 MGP UNIT 1 – Pick the most important point 6-8 MIN

5 FILLER DRILL TO REVIEW VOCAB 2-5 MIN

7 FILLER AGILITY EXERCISE 2-5 MIN

8 MGP UNIT 2 – Pick the most important point 6-8 MIN

11 REVIEW TRANSLATION LISTS FROM UNITS 1 & 2 5-6 MIN

13 BASICS (I.e. days of the week, months, etc.) 2 MIN

16 MGP UNIT 3 – Pick the most important point 6-8 MIN

17 AGILITY REVIEW VOCABULARY FROM FIRST HOUR 2-5 MIN

VAUGHAN SYSTEMS – CAPE TOWN TEACHER

21 REVIEW TRANSLATION LIST FROM UNIT 3 & 4 2-5 MIN

SPONTAENOUS Pick a common mistake they've made in class and

23 REVIEW REVIEW 1st & 2nd UNITS 4-6 MIN

INSERT A DRILL HERE

VAUGHAN SYSTEMS – CAPE TOWN TEACHER

10 REVIEW TRANSLATION LISTS FROM UNITS 1 & 2 5-6 MIN

14 HP UNIT 3 - Pick the most important point 6-8 MIN

INSERT A DRILL HERE

VAUGHAN SYSTEMS – CAPE TOWN TEACHER

18 ACTIVITY DEBATE/GROUP PRESENTATION/IMPROVISATION 4-6 MIN

END OF THIRD HOUR

VAUGHAN SYSTEMS – CAPE TOWN TEACHER

VAUGHAN SYSTEMS – CAPE TOWN TEACHER

END OF THIRD HOUR

VAUGHAN SYSTEMS – CAPE TOWN TEACHER

4 MGP UNIT 1 – Pick the most important point 6-8 MIN

5 FILLER DRILL TO REVIEW VOCAB 2-5 MIN

11 REVIEW TRANSLATION LISTS FROM UNITS 1 5-6 MIN

VAUGHAN SYSTEMS – CAPE TOWN TEACHER

13 BASICS (I.e. days of the week, months, etc.) 2 MIN

INSERT A DRILL HERE

16 MGP UNIT 2 – Pick the most important point 6-8 MIN

17 AGILITY REVIEW VOCABULARY FROM FIRST HOUR 2-5 MIN

REVIEW UNIT 2 - Cover another point or review if

21 ACTIVITY PRONUNCIATION EXERCISE 2 MIN

SPONTAENOUS Pick a common mistake they've made in class and

23 REVIEW TRANSLATION LISTS FROM UNITS 2 4-6 MIN

INSERT A DRILL HERE

REVIEW VOCAB FROM PREVIOUS CLASS

4 MGP UNIT 3 6-8 MIN

5 FILLER AGILITY EXERCISE 2-5 MIN

VAUGHAN SYSTEMS – CAPE TOWN TEACHER

UNIT 3 - Cover another point or review if there’s only

8 FILLER TRANSLATION LISTS FROM UNITS 1 & 2 2-5 MIN

9 ACTIVITY IMPROV SPEAKING, DEBATE OR GROUP ACTIVITY 2 MIN

11 REVIEW TRANSLATION LISTS FROM UNIT 3 5-6 MIN

INSERT A DRILL HERE

END OF FIRST HOUR

13 BASICS (I.e. days of the week, months, etc.) 2 MIN