Curriculum Guide

Pre-Intermediate 2

Pre-Intermediate 2 is based on the third book (purple) of the Outlook series.

There are 20 units. The Pre-Intermediate 2 course is divided into three months
Pre-Intermediate 2-1 (301), Pre-Intermediate 2-2 (302), and Pre-Intermediate
2-3 (303). Each month consists of 18, 2 hour days.

Table of Contents

Curriculum Guides
Pre-Int 2-1
Pre-Int 2-2
Pre-Int 2-3

Page 2
Page 4
Page 6

Teaching Link Instructions

Reading
Vocabulary
Listening
Writing
Workbook

Page 7
Page 9
Page 9
Page 9
Page 12

Pronunciation

Page 13

Irregular Verbs

Page 17

Phrasal Verbs

Page 18

Gerunds

Page 19

Infinitives

Page 20

PPP Lesson Plan

Page 24

Lesson Plan Outlines

Pre-Int 2-1
Pre-Int 2-2
Pre-Int 2-3

Page 26
Page 34
Page 42

Appendices
Writing Folders

Page 49

Curriculum Guide Pre-Intermediate 2-1

Day 1 Get to know the students
Games, Activities, Review
Day 2 Unit 1 Friends and Family
Day 3 Unit 1
Assign Writing Unit 1
Day 4 Unit 2 Legends and Heroes
Day 5 Unit 2
Assign Writing Unit 2
Day 6 Unit 3 Arts and Crafts
Check Writing Unit 1
Day 7 Unit 3
Assign Writing Unit 3
Day 8 Unit 4 The Ocean
Check Writing Unit 2
Day 9 Unit 4
Assign Writing Unit 4
Day 10 Catch Up / Review Units 1 - 4
Day 11 Unit 5 Communication
Check Writing Unit 3
Day 12 Unit 5
Assign Writing Unit 5
Day 13 Unit 6 The Animal Kingdom
Check Writing Unit 4
Day 14 Unit 6
Assign Writing Unit 6
Day 15 Unit 7 Stepping out into the World
Check Writing Unit 5

Day 16 Unit 7
Check Writing Unit 6
Day 17 Review Units 1 7 for the Pre-Intermediate 2-1 Quiz
Day 18 Pre-Intermediate 1 Quiz 1
Hand in graded writing folders with graded quizzes

Curriculum Guide Pre-Intermediate 2-2

Day 1 Get to know the students
Games, Activities, Review
Day 2 Unit 8 - Leisure
Day 3 Unit 8
Assign Writing Unit 8
Day 4 Catch Up / Review Units 5 - 8
Day 5 Unit 9 Money Makes the World Go Around!
Day 6 Unit 9
Assign Writing Unit 9
Day 7 Unit 10 Emergency Services
Check Writing Unit 8
Day 8 Unit 10
Assign Writing Unit 10
Day 9 Unit 11 Shopping
Check Writing Unit 9
Day 10 Unit 11
Assign Writing - Unit 11
Day 11 Unit 12 Space
Check Writing Unit 10
Day 12 Unit 12
Assign Writing Unit 12
Day 13 Unit 13 Ambitions
Check Writing Unit 11
Day 14 Unit 13
Assign Writing Unit 13
Day 15 Unit 14 Mysteries
Check Writing Unit 12

Day 16 Unit 14
Check Writing Unit 13
Day 17 Review Units 8 - 14 for the Pre-Intermediate 2-2 Quiz
Day 18 Pre-Intermediate 2-2 Quiz
Hand in graded writing folders with graded quizzes

Curriculum Guide Pre-Intermediate 2-3

Day 1 Get to know the students Games, Activities, Review
Day 2 Unit 15 - Volunteers
Day 3 Unit 15
`
Assign Writing Unit 15
Day 4 Unit 16 How Are You?
Day 5 Unit 16
Assign Writing Unit 16
Day 6 Catch Up / Review Units 13 - 16
Day 7 Unit 17 Fame
Check Writing Unit 15
Day 8 Unit 17
Assign Writing Unit 17
Day 9 Unit 18 Celebrate!
Check Writing Unit 16
Day 10 Unit 18
Assign Writing Unit 18
Day 11 Unit 19 Advertising
Check Writing Unit 17
Day 12 Unit 19
Assign Writing Unit 19
Day 13 Unit 20 Phobias
Check Writing Unit 18
Day 14 Unit 20
Check Writing Unit 19
Day 15 Catch Up / Review Units 17 - 20
Day 16 Begin Review of Units 1 20 for Final
Day 17 Complete Review of Units 1 20 for Final
Day 18 Pre-Intermediate 2 Final, Units 1 20 Hand in graded writing folders
6

Teaching the Skill Links

Each unit in the Outlook series is divided into six links:

Reading Link
Vocabulary Link
Grammar Link
Listening Link
Speaking Link
Writing Link

Each link needs to be taught in a specific way to help your students learn the
most from each unit. Hints and procedures are given below.
The series also includes a workbook. Hints and procedures are also provided
for the use of the workbook.
The Reading Link
Our texts, as do much research, suggest that students retain more if they first
read an article, story, or piece of writing silently. Thus the following is the
suggested way that you handle the reading section of each unit.
The Reading Link (B)
Have a student read the instructions and the question that is to be
remembered as the students read.
Have various students repeat the question, so that you are sure they
understand what they are supposed to remember. Also emphasis that
they are to read the entire article, not just until they find the answer.
Inform the students that they are supposed to read for gist or the
main idea(s). They should not focus on words they dont know and
definitely they should not be looking up words as they read.
Time the students at first decide on a reasonable time, maybe 2
minutes. Depending on the size of the reading, and the level of the

students, over time, decrease the time allotted, encouraging students to

continue trying to read a little faster.
Following the reading, ask students the answer to the question. Have
them indicate where they found the answer, reading the section of the
text that reveals the answer.
Then ask students for words that they dont understand. Write each
word on the right side of the board, under the heading Vocabulary.
Do not give the meaning to any words, until all the problem words have
been listed. This ensures that you have all the students attention
before you go over the words. It also gives the students a chance to
write the words in their notebooks, should they desire to do so.
Then try to explain the meanings of the words. Use mime, drawings,
and synonyms, and other way that you can think of to explain the
meaning. When and if all else fails, especially in Basic 1, use Spanish, or
have a student give the Spanish equivalent. However, this should only
be done as a last resort.
Finally, have students read the story, having as many students as
possible read a part of the story. As they read, keep track of any
pronunciation errors either on a tablet, or on the board. Following the
reading, correct the pronunciation.

The Reading Link (C)

Whenever you have students answer the questions about a story, you have
them justify their answer. The way you do this depends on the nature of the
questions.
If they are to answer true or false, or they are to answer a question with them
a sentence, have them underline where they found the answer. When they
indicate their answer, have them read where they found the answer. This
gives you another opportunity to increase student talk time (STT) and to check
on pronunciation. Be sure that all answers are complete sentences. It often
helps to have students right their sentences (one student for each question) on
the board, so that you can correct any grammatical errors for the benefit of
the whole class.

If it is an exercise where students have to decide on what sentence best fits in

a blank in the story, have the students tell you why they chose the answer that
they selected. Use every opportunity to increase STT.

The Vocabulary Link

Once again, you want to maximize every opportunity to increase STT. Always
have students read the instructions never read the instructions yourself. In
the first exercise D, have the students circle the word in the reading where
the word occurs. Then when you call on a student to give you the answer,
have them also read the sentence where the word occurs. Assist them in
learning to derive the meaning of words from the context.

The Listening Link

Before starting the CD, be sure to go over the instructions carefully with the
student. Have them go over each question, being sure they understand the
question and know what they are listening for.
It is a good practice to take notes yourself, and ask additional questions about
the listening piece.

The Writing Link

The writing link is an essential part of student learning. However, it is time
consuming and therefore difficult to do in the time allotted for each unit. Thus
it is best relegated to home work. The following guidelines should be followed:
Have the students do the writing exercise in the student book.
Then have them open their writing folder and go over the outline for the
writing exercise. These are often slightly different than the assignment
in the book. The reason is to prevent students from just copying the
writing in the book and passing it off as their own writing.
Set the deadline use the curriculum guide for assigning the deadlines.
9

 When they bring it in for correction, make the corrections with the
student. You should use a red pen to mark errors or fixes in the writing.
A list of editing marks is on the next page. You can do this at the
beginning of the class. You should have a task for the other students to
do while you are checking writings. When possible, for example, have
them work in the workbook.
Once corrected, the student should re-write the writing a second time
without errors, incorporating the fixes done in the initial writing.
If students do all the required writing, including the re-writes, he/she should
be awarded the full points for their writing grade. At this level, it is not
appropriate to judge the quality of the writing. This does not mean, of course,
that you should accept writing where it is obvious that the student made no
effort, copied another students writing, or copied text from the Internet, etc.
The pages for the writing units are included in the appendix. They should be
reproduced and given to the students. Either provide each student with a
folder to put the pages in, or ask the students to provide their own folder. An
inexpensive manila folder with a clasp is all that is needed.

10

11

The Workbook
The workbook should be done in class. It is additional practice in the use of the
vocabulary and the grammar.
As often as possible, have students work on the workbook as you correct
writing assignments. The curriculum is set up to facilitate this.
It is often effective to have students answer the questions on the fly. If
you find an exercise is too difficult then give students time to work it out
before going over the exercise as a class.
If you see that they are having extreme difficulty, then you need to
review the grammar and off additional guided practice.

12

Teaching Pronunciation
Vowel Sounds
As you teach long and short vowel sounds, you should introduce a symbol to
represent each sound. Before the use of the phonetic alphabet for
pronunciation, a long vowel sound was indicated by a dash, -, above the
vowel, or . This is a good symbol to use. Short vowels were indicated by a
small u-shaped form above the vowel, or .
From then one, when a student mispronounces a vowel, you can write the
word on the board phonetically and with the appropriate vowel sound
indicated. Have the student try to re-pronounce the word correctly.
Another was to correct a student is to simply say, long A, or short e and
they are then able to self-correct.

Pronunciation Problems
These are three pronunciation problems that you should address as soon as
you hear the error in Basic 1 and every thereafter. Once you have addressed
the error, you should correct the error every time that you hear a student
make the mistake. This is important. Without correction, these errors will
become habits and will persist even into the advanced and fluency levels. You
must be persistent.
S at the beginning of words
Many Spanish words begin with es such as estudiante (student) and
estudiar (study). They often carry this pronunciation over to English.
For example you will hear:

Student estudent
Special especial
Still estill
Snake esnake

13

You can find your own way to drawing attention to this error. However,
one way to address this is to ask the student what a snake says (ssss).
Then have them make this sound before pronouncing the word. From
then on, when you hear the mistake, just say ssss and the student will
know that they need to correct their pronunciation. Often other
students will do this when a fellow student makes the error, so that it
becomes easy to make the correction with little need for teacher
intervention.
S at the end of words
You will soon notice that many students do not pronounce s at the end
of words, whether they are plurals, or the third person singular. One
way to address this is to have the student repeat the word when he/she
drops the s.
Y and J
In spoken Spanish, these two sounds are often used interchangeably.
How this does transfer successfully to English. You will first hear this
problem with the words yes pronounced as jes and you
pronounced as Jew.
One way to address this problem is write up pairs of words and explain
the difference. Then practice the two words until students can say them
correctly. You can practice in unison and individually.

you / Jew
yoyo / Jo Jo
yam / jam
yawn / John
yen / Jen
young / jung(le)
yellow / Jell-o
yen / Jen

14

th and r
There are two additional sounds that you should pay particular attention to.
One is the th sound and the other the r sound.
These two sounds will become particularly obvious with words like three,
thirteen, thirty, and thirsty, and birthday.
In trying to correct the th sound, make sure the student places his/her
tongue between his teeth. If you dont see his tongue, instruct him to show his
tongue to you. Actually have him bite his tongue if necessary.
To teach the pronunciation of r, have the students pucker, as if kissing
someone. It often helps to make little jokes about kissing. Use the word
pucker so that all you have to say in the future is pucker or pucker up.
This position of the mouth is in contrast to the Spanish r which requires the
speaker to stretch the mouth.

The final ed in regular verbs

The past simple is first taught in Basic 3. Students should have been taught
how to pronounce regular verbs ending in ed in Basic 3. However, many
students may still mispronounce these verbs. To prevent this from being
entrenched, you must continue to correct these mispronunciations vigorously.
There are rules to help students to know when to pronounce the ed as a
separate syllable, with a t sound, or with a d sound. A sheet that you can
provide to your students is shown below.

15

Pronouncing the ed Ending

There are three ways to pronounce the ed at the end of verbs.

The only time you add a syllable is when the base form of the verb
ends with a t or d:
start started
[star tid]

fold folded
[fol did]

For all other verbs there is no additional syllable when you add ed.
The final sound of the verb is changed, however, to a t or a d.
Final sound is changed to t

Final sound is changed to a d

when the last sound of the verb

is:
k, ck, ch, sh, s, x, p, f

when the last sound of the verb

is:
m, n, l, z, b, g, r, v

talk
check
search
crash
kiss
fix
stop
puff

hum
plan
pull
buzz
rob
change
roar
save

talked [talkt]
checked [chekt]
searched [searcht]
crashed [crasht]
kissed [kist]
fixed [fixt]
stopped [stopt]
puffed [puft]

---------

hummed [humd]
planned [pland]
pulled [puld]
buzzed [buzd]
robbed [robd]
changed [changd]
roared [roard]
saved [savd]

16

Teaching Irregular Verbs

The simple past is taught in Basic 3. It is important for students to know the
names of the verb forms by that point. You must reinforce this in PreIntermediate 1 and again in Pre-Intermediate 2. In English, if you count the
infinitive as a verb form (it is never used in English as a verb only as a verb
acting as a noun), there are a maximum of six forms that any verb can take.
The ONLY exception is the verb to be. Using the irregular verb to sing,
these verb forms are:
To sing
Sing
Signs
Singing
Sang
Sung

Infinitive
Base form
3rd person singular form
Present participle, base form plus ing, continuous form
Past form
Past Participle

All a student needs to know in order to conjugate any verb in all 12 English
tenses is the base form, the past form, and the past participle. Thus the three
parts of the above verb that they should know are: sing, sang, sung.

17

Teaching Phrasal Verbs

Phrasal verbs are very difficult for new English learners. They are a structure
unique to English and they are used extensively. There are a number of things
that students should be taught.
1. Phrasal verbs are composed of a verb and a participle(s). The participle
is either a preposition or an adverb.
2. A phrasal verb has a unique meaning, different from the meaning of the
verb alone.
3. Many phrasal verbs have more than one meaning, often many more
than one meaning. Consider the phrasal verb, to pick up.
4. There are four types of phrasal verbs.
Intransitive (no direct object)
The plane took off.
Separable (the direct object can follow the particle or separate the
verb and the particle).
She took off her clothes before going to bed.
She took her clothes off before going to bed.
Note: If the object is a pronoun, it must separate the verb and the
particle; it cannot follow the particle. Thus we can say she took
them off, but not she took off them.
Inseparable (The verb and the particle cannot be separated)
She got over her operation and she is up and running already.
Multi-part
He looks up to his father.

18

5. Depending on the meaning of a particular phrasal verb, it can change

type. See took off above as an example. It can be intransitive or
separable.
When you introduce new phrasal verbs, you must help them identify the type
so that they can learn to use them correctly. Unlike us, they cannot rely on the
way it sounds with lots of practice. For this reason they need to know the rules
that govern their use.
Have students practice using them in sentences so that they can learn to use
them correctly. Encourage them to keep lists and to review them periodically.

Teaching Gerunds
When teaching gerunds, a good way to start is by eliciting from your students,
the five positions that any noun can assume in a sentence:

Subject
Direct Object
Indirect Object
Object of a Preposition
*Complement / Predicate Nominative

Then elicit from the students a series of sentences, one each illustrating the
above positions. Take a single noun, pizza for example. Then you might elicit
sentences such as these:
Subject:
Direct Object:
Indirect Object:

Pizza is my favorite food.

I love pizza.
I gave my pizza a last whiff (smell) before
devouring it.
Object of a Preposition: Would you like a piece of my pizza?
*Predicate Nominative: My favorite food is pizza.
Now you can explain that a gerund can be used in the exact same ways.
Choose a gerund such as reading and have them create sentences with
reading in each position. In Pre-Intermediate 1, you may want to focus on only
three of the positions subject, direct object, and object of a preposition since
they are the ones in the grammar link.

19

Subject:
Reading is my favorite pastime.
Direct Object:
I love reading.
Object of a Preposition: I like to do a bit of reading each night before
bedtime.
Indirect Object:
I give reading my full attention.
Predicate Nominative: My favorite pastime is reading.
Once you have established this, you can focus on the grammar link.

*Nominative means subject. Predicate is everything after the full subject,

from the verb to the end of the sentence. Thus a predicate nominative is a
subject on the predicate side of a sentence. The predicate nominative follows
a linking verb, the most common of which is to be. The subject and
predicate nominative are the same person or thing. They are complements of
each other, and are often called by this name.

Teaching Infinitives
Like the gerund, the infinitive can be used as a noun in various places in the
sentence. However, unlike the gerund, it cant be used as an indirect object or
as an object of a preposition.
The infinitive has the preposition to in front of it, so it follows that it
cant be used as an object of a preposition.
The indirect object is either a noun or a pronoun or a noun or pronoun
preceded by the word to. Thus, the infinitive cannot be used as an
indirect object.
As with the gerund you can start by eliciting sentences with a noun that you
choose such as pizza.
Subject:
Pizza is my favorite food.
Direct Object:
I love pizza.
Predicate Nominative: My favorite food is pizza.
Now, as with the gerund, elicit sentences using an infinite, for example, to
read.
20

Subject:
To read is great fun.
Direct Object:
I love to read.
Predicate Nominative: My favorite pastime is to read.
Now you can focus on the fact that certain verbs can only be followed by a
gerund and other only by an infinitive. Still others can be followed by either. A
more complete list than what is in the book is attached below.

21

Common Verbs followed by the Gerund

Note: *Bold verbs can be followed by either Gerund or Infinitive

Abhor
Acknowledge
Admit
Advise
Allow
Appreciate
*Attempt
Avoid
Be worth
Began
*Cant bear
Cant help
*Cant stand
Celebrate
Confess
Consider
*Continue
Defend
Delay
Deny

Detest
Discontinue
Discuss
Dislike
Dispute
Dread
Endure
Enjoy
Escape
Evade
Explain
Fancy
Feel like
Feign
Finish
Forgive
Give up (=
stop)
*Hate
Imagine

Justify
Keep (=
continue)
*Like
*Love
Mention
Mind (= object
to)
Miss
Necessitate
Omit
Permit
Picture
Postpone
Practice
Prefer
Prevent
Prohibit
Propose
Quit

Recall
Recollect
Recommend
Regret
Report
Resent
Resist
Resume
Risk
Shirk
Shun
*Start
Suggest
Support
Tolerate
Understand
Urge

22

Common Verbs followed by the Infinitive

Note: *Bold verbs can be followed by either Gerund or Infinitive
Afford
Agree
Appear
Arrange
Ask
*Attempt
Begin
Cant afford
*Cant bear
*Cant stand
Cant wait
Care
Chance
Choose
Claim
Come
Consent
*Continue

Dare
Decide
Deserve
Determine
Elect
Endeavor
Expect
Fail
Get
Grow (up)
Guarantee
*Hate
Hesitate
Hope
Hurry
Incline
Intend
Learn

*Like
Long
*Love
Manage
Mean
Need
Offer
Pay
Plan
Prefer
Prepare
Pretend
Profess
Promise
Prove
Refuse
Request
Resolve

Say
Seek
Seem
Shudder
*Start
Strive
Swear
Tend
Threaten
Turn out
Venture
Volunteer
Want
Wish
Would like
Yearn

23

Extreme Methodology the PPP Plan

Within the framework of a PPP (presentation, practice, production) model, a
typical lesson, or part of a lesson, where a grammar point is the main focus,
might look like this:
Presentation Lead-in

This creates interest in the context which will be

used for exploring the grammar point. For
example, if the context is to be holidays, you might
bring in photographs, brochures or write some
relevant words on the board.

Contextualization During this stage, you set up an activity where the

Analysis of
grammar point

Practice

Controlled practice
activities

target language naturally occurs. You are seeking

to expose the students to the target language
incidentally and may do so through a game, a
reading text, a discussion or a listening activity.
The target language does not need to be used to
the exclusion of other forms at this stage. Students
may make mistakes in the target language or not
use it at all. The teacher may see opportunities to
re-phrase student responses in order to model the
correct form but is definitely not drilling or
correcting at this point. The teacher does not alert
the students to the fact that a particular language
item is the focus of the activity.
The teacher makes use of key sentences which
have been heard, spoken or read during the
previous phase. S/he will put these on the board
and explore the function / meaning through
appropriate concept check questions. When
exploring tenses, the use of timelines will be
helpful. Having established and summarized the
function for the students, the teacher will draw the
students attention to the form or structure of the
item.
At this stage the teacher provides a combination of
oral drills, pair work and/or a written activity (e.g.
gap fill) which forces the students to use the target
language. The teacher is looking for accuracy here
and if s/he detects that the students are making
too many errors, s/he may decide to revisit the
previous stage of the lesson.

24

Production

Free or freer
practice

The teacher sets up an activity which provides an

opportunity for the students to use the target
language alongside their existing range of language
competencies. The students are not forced to use
the target language but the teacher chooses an
activity which encourages the students to make
choices about the appropriate use of the target
language. The teacher can listen in and assess the
success of the process.

Use of the PPP Model

The outlook series is written around this model. Each Learning Link is designed
to fit into the PPP model. However, there is room to enhance the lessons.
Your main goal is to reduce Teacher Talk Time (TTT) as much as possible, with a
corresponding increase in Student Talk Time (STT) and Student Production
Time (SPT).
The following model lesson plans assist you in enhancing the lessons. There is
plenty of room for creativity. You can find some ideas in the Resource Library,
on the Internet, and from fellow teachers. As you find good ideas, please have
them placed in the Resource Library so that other teachers can benefit from
them.

25

Pre-Intermediate 2-1
Lesson Plan Models

26

Unit 1

Introduction - Exercise A

Presentation

Lead - In

Feel free to add other idioms and expressions

about people - nerd, wuss, couch potato,
jesus freak, soul mate, etc.
For a discussion idea - see the Resource
Library

Contextualization

Reading Link
Vocabulary Link

simple present and present continuous

Practice

Grammar Analysis

Grammar Link - H
Controlled Practice
Activity

Listening Link
Workbook

Production

Speaking Link
Writing Link

Free or Freer
Practice

Create an activity or game to practice the

difference between the functions (uses)
of the two tenses
Use the new vocabulary as much as possible

27

Unit 2

Introduction - Exercise A

Presentation

Lead - In

Contextualization

You might want to introduce American

legends / heros. Think Paul Bunyon,
John Henry, Johnny Appleseed

Reading Link
Vocabulary Link

Simple past, past continuous, used to

Grammar Analysis

Teach the characteristics and types of

phrasal verbs - helping students to recognize
the type for each new phrasal verb

Practice

Assist students in starting a list of phrasal

verbs with form, meaning, and an example

Grammar Link - H
Controlled Practice
Activity

Listening Link
Workbook

Production

Speaking Link
Writing Link

Free or Freer
Practice

Create an activity or game to practice using

these tenses
Use the new vocabulary as much as possible
Have students create sentences using the
new phrasal verbs

28

Unit 3

Lead - In

Introduction - Exercise A

Reading Link
Vocabulary Link
Presentation

Contextualization

Present perfect
Simple past

Practice

Grammar Analysis

Grammar Link - G
Controlled Practice
Activity

Listening Link
Workbook

Production

Speaking Link
Writing Link

Free or Freer
Practice

Create a game or activitiy to practice the

these two tenses
Use the new vocabulary as much as possible

29

Unit 4

Introduction - Exercise A

Presentation

Lead - In

Reading Link
Vocabulary Link
Contextualization

Present Perfect
Present Perfect Continuous

Practice

Grammar Analysis

Grammar Link - G
Controlled Practice
Activity

Listening Link
Workbook

Production

Speaking Link
Writing Link

Free or Freer
Practice

Create an activity or game to practice

the two tenses
Use the new vocabulary as much as possible

30

Unit 5

Introduction - Exercise A

Presentation

Lead - In

Contextualization

Reading Link
Vocabulary Link

Past Perfect

Practice

Grammar Analysis

Controlled Practice
Activity

Grammar Link - G
Listening Link
Workbook

Production

Speaking Link
Writing Link
Create an activity or game to practice
the past perfect
Free or Freer
Practice

Use the new vocabulary as much as possible

31

Unit 6

Introduction - Exercise A
Lead - In

Presentation

Reading Link
Vocabulary Link
Contextualization

Future with "will" and "be going to"

Practice

Grammar Analysis

Controlled Practice
Activity

Teach the characteristics and types of

phrasal verbs - helping students to recognize
the type for each new phrasal verb

Grammar Link - I
Listening Link
Workbook

Production

Speaking Link
Writing Link

Free or Freer
Practice

Create an activity or game to practice

the future using both forms
Use the new vocabulary as much as possible
Have students create sentences using the
new phrasal verbs

32

Unit 7

Introduction - Exercise A

Presentation

Lead - In

Contextualization

Practice

Grammar Analysis

Reading Link
Vocabulary Link

Simple present, present continuous

with future meaning

Grammar Link - G
Controlled Practice
Activity

Listening Link
Workbook

Production

Speaking Link
Writing Link

Free or Freer
Practice

Create an activity or game to practice

the two present tenses with a future
meaning
Use the new vocabulary as much as possible

33

Pre-Intermediate 2-2
Lesson Plan Models

34

Unit 8

Introduction - Exercise A

Presentation

Lead - In

Reading Link
Vocabulary Link
Contextualization

Review of Verb Forms

Practice

Grammar Analysis

Grammar Link - H
Controlled Practice
Activity

Listening Link
Workbook

Production

Speaking Link
Writing Link
Create an activity or game to practice
all the verb tenses
Free or Freer
Practice
Use the new vocabulary as much as possible

35

Unit 9

Introduction - Exercise A
Lead - In

Practice

Presentation

Contextualization

Reading Link
Vocabulary Link

Count and Non-Count Nouns

Articles with Nouns
See Resource Library for ideas

Grammar Analysis

Teach the characteristics and types of

phrasal verbs - helping students to recognize
the type for each new phrasal verb

Controlled Practice
Activity

Grammar Link - G
Grammar Link - J
Listening Link / Workbook

Production

Speaking Link
Writing Link
Free or Freer
Practice

Create a game or activity to practice

the use of articles
Have students create sentences using the
new phrasal verbs

36

Unit 10

Introduction - Exercise A

Presentation

Lead - In

Reading Link
Vocabulary Link
Contextualization

Modals - Ability and Necessity

Practice

Grammar Analysis

Controlled Practice
Activity

Grammar Link - G
Grammar Link - I
Listening Link
Workbook

Production

Speaking Link
Writing Link
Free or Freer
Practice

Create an activity or game to practice

these modals and semi-modals
Use the new vocabulary as much as possible

37

Unit 11

Introduction - Exercise A

Presentation

Lead - In

Reading Link
Vocabulary Link
Contextualization

Determiners
Grammar Analysis

Practice

Grammar Link - G
Controlled Practice
Activity

Listening Link
Workbook

Production

Speaking Link
Writing Link
Free or Freer
Practice

Create an activity or game to practice the

use of determiners
Use the new vocabulary as much as possible

38

Unit 12

Introduction - Exercise A

Presentation

Lead - In

Reading Link
Vocabulary Link
Contextualization

First Conditional
Second Conditional

Practice

Grammar Analysis

Controlled Practice
Activity

See the Resource Library for some ideas

Grammar Link - G
Grammar Link - I
Listening Link
Workbook

Production

Speaking Link
Writing Link
Free or Freer
Practice

Create an activity or game to practice the

first and second conditionals
Use the new vocabulary as much as possible

39

Unit 13

Introduction - Exercise A

Presentation

Lead - In

Reading Link
Vocabulary Link
Contextualization

Modals - Advice and Possibility

Practice

Grammar Analysis

Controlled Practice
Activity

Grammar Link - H
Listening Link
Workbook

Production

Speaking Link
Writing Link
Create a game or activity to practice the
use of these modals
Free or Freer
Practice

Use the new vocabulary as much as possible

40

Unit 14

Introduction - Exercise A

Presentation

Lead - In

Reading Link
Vocabulary Link
Contextualization

Wishes
Modals - Certainty

Practice

Grammar Analysis

Controlled Practice
Activity

Grammar Link - H
Grammar Link - J
Listening Link
Workbook

Production

Speaking Link
Writing Link

Free or Freer
Practice

Design and a game or activity to use the

variety of modals that students now know.
Practice expressing wishes
Use the vocabulary in this lesson as much
as possible

41

Pre-Intermediate 2-3
Lesson Plan Models

42

Unit 15

Lead - In

Presentation

Contextualization

Introduction - Exercise A

Reading Link
Vocabulary Link

Passive Voice
See Resource Library for some ideas
Grammar Analysis

Teach the characteristics and types of

phrasal verbs - helping students to recognize
the type for each new phrasal verb

Practice

Grammar Link - H
Controlled Practice
Activity

Listening Link
Workbook

Production

Speaking Link
Writing Link
Create a game or activity to practice
the passive voice
Free or Freer
Practice

See the Resource Library for ideas

Use the new vocabulary as much as possible
Have students create sentences using the
new phrasal verbs

43

Unit 16

Introduction - Exercise A

Presentation

Lead - In

Reading Link
Vocabulary Link
Contextualization

Reported speech - statements

Practice

Grammar Analysis

Grammar Link - G
Controlled Practice
Activity

Listening Link
Workbook

Production

Speaking Link
Writing Link
See the Resourc Library for some ideas on
presenting and practicing reported speech
Free or Freer
Practice
Use the new vocabulary as much as possible

44

Unit 17

Introduction - Exercise A

Presentation

Lead - In

Reading Link
Vocabulary Link
Contextualization

Reported Speech - Questions

Practice

Grammar Analysis

See the Resource Library for Unit 15

Adapt the ideas for questions

Grammar Link - G
Controlled Practice
Activity

Listening Link
Workbook

Production

Speaking Link
Writing Link

Free or Freer
Practice

Create an activity or game to practice

reported speech - see Resource Library,
Unit 15
Use the new vocabulary as much as possible

45

Unit 18

Introduction - Exercise A

Presentation

Lead - In

Contextualization

Reading Link
Vocabulary Link

Comparatives and Superlatives

Grammar Analysis

Teach the characteristics and types of

phrasal verbs - helping students to recognize
the type for each new phrasal verb

Practice

See Resource Library - phrasal verbs

Grammar Link - G
Controlled Practice
Activity

Listening Link
Workbook

Production

Speaking Link
Writing Link

Free or Freer
Practice

Create an activity or game to practice

the use of comparatives and superlatives
See Resource Library for some ideas
Use the new vocabulary as much as possible
Have students create sentences using the
new phrasal verbs

46

Unit 19

Introduction - Exercise A

Presentation

Lead - In

Reading Link
Vocabulary Link
Contextualization

Relative Clauses

Practice

Grammar Analysis

Grammar Link - G
Controlled Practice
Activity

Listening Link
Workbook

Production

Speaking Link
Writing Link

Free or Freer
Practice

Design a game or activitiy to practice the

use of relative clauses
See the Resource Library for ideas.
Use the new vocabulary as much as possible

47

Unit 20

Introduction - Exercise A

Lead - In

There are literally scores of phobias - see if

the class knows any. Then give the names
of some interesting phobias for discussion.

Presentation

See the Resource Library for a list

Reading Link
Vocabulary Link
Contextualization

Practice

Grammar Analysis

Gerunds and Infinitives

See the Curriculum Guide for some ideas
on how teach this topic

Grammar Link - G
Controlled Practice
Activity

Listening Link
Workbook

Production

Speaking Link
Writing Link

Free or Freer
Practice

Create a game or activity to pratice the use

of gerunds and infinitives
See the Resource Library for ideas

Use as much of the vocabulary as is possible.

48

Writing Assignments
Pre-Intermediate 2-1 (301)

49

Unit 1
Note Outline
Imagine that you have an English-speaking friend living in another city.
Write a note to your friend, telling him/her your news. (80-100 words)
Greeting
Paragraph 1
Paragraph 2
Paragraph 3
Last paragraph
Closing

Hi, (Helen)!
Ask your friend how he/she is. Say something about
what you think he/she is doing.
Tell your friend about what you are doing.
Give details about other news you have.
Ask the person to write back.
Take care, (Kate)

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Unit 2
Review Outline
Write a review of a movie or a book about a hero. (80-100 words)
Paragraph 1
Paragraph 2 / 3
Conclusion

Say something general about the movie or book. Say

why you saw/read it.
Write about the plot, the acting and good and / or
bad things about the movie or book.
Make a statement recommending or not
recommending the movie or book.

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Unit 3
Article Outline
Write an article about a piece of work that has impressed you.
(80-100 words)
Paragraph 1
Introduce your subject, saying why you are going
to write about it.
Paragraph 2
Give information about the painting and describe it.
Paragraph 3
Say something about why it impressed you.

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Unit 4
Postcard Outline
You are learning a new water sport on vacation. Write a postcard to
a friend, telling him/her about what you have been doing.
(80-100 words)
Greeting
Hi, (Pete)!
Paragraph 1
Say where you are and if you're having a good time.
Paragraph 2
Give more details about what you've been doing.
Last paragraph
End the postcard, saying when you will see/speak
to your friend.
Closing
(Matt)

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Unit 5
E-mail Outline
Write an e-mail to an old school friend who you haven't seen in years.
(90-110 words)
Greeting
Hi, (Mark)!
Paragraph 1
Introduce yourself.
Paragraph 2
Write about how you got your friend's e-mail address.
Paragraph 3
Give more information about what you are doing.
Last paragraph
Ask the person to write back.
Closing
(Carlos Sanchez)

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Unit 6
Description Outline
Imagine you and your family have opened a shop in your town. Write
a description of what the shop will be like.
(90-110 words)
Paragraph 1
Paragraph 2
Paragraph 3
Paragraph 4

Make a general statement about your shop.

Describe what the shop is going to be like.
Describe some of the things that are going to happen
in your shop.
Make a final general statement about your shop.

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Writing Assignments
Pre-Intermediate 2-2 (302)

56

Unit 8
Story Outline
Write a story that begins or ends with these words: It was the best
Saturday ever.
(90-110 words)
Paragraph 1

Paragraph 2
Paragraph 3
Paragraph 4

(Use the sentence from the question, either here or

at the end of the story). Introduce your story by
setting the scene.
Start the story.
Continue your story.
Bring the story to an end or say what happened next.
(Use the sentence from the question if you haven't
used it at the beginning of the story).

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Unit 9
Article Outline
Write an article about the advantages and disadvantages of being rich.
(100-120 words)
Paragraph 1
Say something general about your topic.
Paragraph 2
Discuss the advantages of being rich.
Paragraph 3
Discuss the disadvantages of being rich.
Paragraph 4
Give your opinion on the subject.

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Unit 10
E-mail Outline
Write an e-mail to the editor of an Internet news magazine telling him
about a disaster that happened recently in your area. (100-120 words)
Greeting
Paragraph 1

Paragraph 2
Paragraph 3
Last paragraph
Closing

Dear Editor,
Say why you are writing. Introduce the disaster in a
way that will make the reader want to continue
reading
Describe how the disaster started.
Describe what happened in more detail.
Say how it all ended or what happened after the
disaster.
Sincerely yours, (Amanda Olsen)

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Unit 11
Letter DOutline
Imagine you have just been on the shopping trip of your dreams. Write
a letter to one of your friends telling him/her about the stores you
visited and the things you bought.
(100-120 words)
Greeting
Paragraph 1
Paragraph 2/3

Closing

Dear (Mel),
Say something general about what you are writing
about.
Give details about your shopping trip.
End the letter, saying what has happened as a result
of the trip.
See you soon, (Dana)

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Unit 12
Description Outline
Imagine you have been to a strange planet. Write a description of the
planet.
(100-120 words)
Paragraph 1
Paragraph 2
Paragraph 3
Paragraph 4

Introduce the planet, and say something general

about it.
Describe the first thing you noticed about the planet.
Describe other things you saw on the planet.
End by saying something general about the planet
(e.g. whether or not you liked it.)

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Unit 13
E-mail Outline
Write an e-mail to your friend giving advice about how to fulfill
his/her ambition.
(110-130 words)
Greeting
Paragraph 1
Paragraph 2/3
Last sentence
Closing

Hi (Alex)!
Thank your friend for writing. Say something general
about what he/she said in his/her e-mail.
Give your friend advice about fulfilling his/her ambition.
Ask your friend to write back.
Take care, (Chris)

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Writing Assignments
Pre-Intermediate 2-3 (303)

63

Unit 15
Article Outline
You do volunteer work for a charity, and you have recently visited one
of the projects set up by the charity to help poor people. Write an
article describing the project for your college newspaper.
(110-130 words)
Paragraph 1
Introduce the project by giving its name and saying
where it is.
Paragraph 2
Say what the project is.
Paragraph 3
Describe the project in detail. Talk about what was
built and what was done by the people who worked
on the project.
Paragraph 4
End your article by describing how you feel about
the project.

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Unit 16
Letter Outline
Imagine that a friend of yours is in the hospital following an accident.
Write your friend a letter asking how he/she is and telling him/her
some news.
(110-130 words)
Greeting
Dear (Victor),
Paragraph 1
Ask how your friend is.
Paragraph 2
Give some news about other friends.
Paragraph 3
Give some news about school/work.
Last paragraph
End the letter, saying when you'll see your friend next.
Closing
Take care, (Roger)

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Unit 17
Review Outline
Write a review about a movie or book about a famous person.
(120-140 words)
Paragraph 1:
Say something general about your topic.
Paragraph 2:
Talk about one important part of the movie/book.
Paragraph 3:
Talk about another important part of the movie/book.
Paragraph 4:
Make a general statement recommending/not
recommending the movie/book.

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Unit 18
Letter Outline
Imagine that your friend recently celebrated his/her 21st birthday,
and he/she paid for a special night out with his/her friends. You had
a wonderful time, so you decide to write him/her a letter.
(120-140 words)
Greeting
Dear (Becky),
Paragraph 1
Say why you are writing.
Paragraph 2
Talk about something you particularly enjoyed about
the evening.
Paragraph 3
Talk about something else you particularly enjoyed
about the evening.
Last paragraph
Give a general statement about the party and repeat
your thanks.
Closing
Lots of love, (Jill)

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Unit 19
Description Outline
You have decided to sell one of your possessions. Write an
advertisement for a notice board describing the item and persuading
people to buy it.
(120-`140 words)
Paragraph 1
Paragraph 2/3
Paragraph 4

Introduce the item by saying what it is, and suggest

that it is a good bargain.
Describe the item in detail. Talk about colors, shapes,
sizes, abilities, etc. Say why the item is useful.
Say how much you are selling the item for. Try to
persuade the reader to buy it.

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