INTRODUCTION DAY 1

ABC / Alphabet (Make sure to practice pronunciation a lot and spell as many words as possible, tell
the students they have to memorize it)

Parts of the human body

Parts of the house

Members of the family

Basic Vocabulary (school materials, thank you, please...)

Personal pronouns (I, you, he, she, it, we, you, they)

Definite article (THE) - Translation and pronunciation

Indefinite article (a/an) - Differences and exceptions (Words starting by h and u)

Keep the vocabulary in a top of 10 words per topic. Tell the students the vocabulary will be checked in
the next lesson.

INTRODUCTION DAY 2
It is important to emphasize the importance of the content of this class. It is useful to write the
translations, so that they can study at home and remember the meaning of what they learned in the
class.

Try to recheck the vocabulary studied in the previous class.

Indefinite article (a / an) - Differences and exceptions (Words starting by h and u)

Definite article (The) – Translation and pronunciation

Demonstrative pronouns – This (este), That (aquel), These (estos), Those (aquellos)

Verb “to be” (Practice conjugations, pronunciation and meaning. Make sure to state its importance
and use and tel the students to memorize it).

Establish the difference between Wh (What, Who, Where, When, Which, Why, How, Whose)
questions and Yes/No questions, in both cases, practice only with the verb “to be”

At the end of the class, remind them they have to reserve Lesson #1
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Greetings, Introductions, Farewells and Numbers.

GREET: SALUDAR - Greetings: Saludos

Informal greetings Formal greetings

Hi Hello (not formal, not informal) Good morning (am)

Hey Good afternoon (pm)
How are you doing? – I’m good/ok/fine Good evening (after 7 pm)
What’s up? How are you? – Fine, thank you, and you?
What’s new? How do you do? – I’m very well, thanks.
Repeat a lot, and explain the meaning of the greetings. Have the students interact with each other. In
some cases, translations will be needed.

Introductions (Presentaciones):

Introduce yourself (Preséntate)

What’s your name? – My name is Who are you? – I am __________
__________
Nice to meet you – Nice to meet you

Introduce somebody (Presentar a alguien)

GREETING (formal or informal) + PERSON 1 + THIS IS + PERSON 2

Formal Informal
Good morning, Mr. Jackson. This is Ms. Jones Hi, Peter. This Jessica.
Introduce personal titles Mister (Mr.), Mrs. and Miss (Ms.). Remind the students they can use such
titles only with full name and last name. Practice pronunciations.

Farewells:

Bye
Bye – bye So long
Goodbye Good night (remind them it’s only for farewells)
See you (soon, later, next week, etc.) Have a nice… (day, night, week, weekend)
Take care You too
It is important to repeat as many times as possible. Provide translations if necessary.

Numbers: Write and practice the numbers from 0 (zero) to 1.000.000 (one million). Write only the key
numbers and practice some combinations. Teach how to read, pronounce and write amounts. Teach
how to express years.
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Present Progressive/Continuous.
Start with a brief review of the verb “to be”.

Gerund: Explain that a gerund is the combination of a verb with the suffix “ing”.

- Rules for gerund:

1) If the verb ends with consonant, vowel and consonant and the stress is in the final syllable of
the verb, we double the last letter before “ing” (except for w,x,y).
Example: Run-running Cut-cutting Sit-Sitting Begin-Beginning
2) Mute “E” : if the verb ends with an “e” and such letter is not pronounced it must be
eliminated before adding “ING”.
Come = coming Write=writing Take= taking Ride= riding Have=having

3) If the verb ends with “ie”, those two letters must be eliminated and replaced with a “y”
Die= Dying, Tie= tying, Lie= lying
4) For the rest of the verbs, just add “ing”
Explain that we use this tense to talk about situations that are taking place at this very moment.
SUBJECT + TO BE VERB + VERB IN GERUND + COMPLEMENT.

THEY ARE WALKING IN THE PARK

S TO BE VERB – ING C

 Please, be emphatic on this point. If one of these elements is not present, the sentence is
incomplete.
 Explain the meaning of the verb “do” and its gerund “doing”.
 Introduce the question “What are you doing?”. Try to change the subject several times for this
question.
 Ask them yes/no question in the present progressive tense.
Example:
Are you studying English? (Collective you)
- Yes, we are studying English.
- No, we aren’t.

 Explain the students that if they want to combine “thank you” or “thanks” with a verb, the
verb must be in its gerund form.
Example:
Thank you for coming
Thanks for cooking, mom.

Practice how to spell (How do you spell your name? - Spell your name, please).
Introduce a short reading.
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Countable nouns, Uncountable nouns and Plurals

Countable things: objects, people, animals, plants, fruits.

Uncountable things: liquid, (water) grains (rice, coffee, sugar, salt) Hair, meat, chesse, bread, money,
feelings (love, anger). Uncountable nouns don’t have a plural form.

COUNTABLE UNCOUNTABLE
There is (singular) There is
Hay
There are (plural)
How many (cuántos/as) How much (cuánto/a)

Many/a lot of (muchos/as) Much/a lot of (mucho/a)

A few/some (pocos/as) A little/some (un poco de)

No (Ningún/a) No (nada de)

QUESTIONS
Is there an eraser on the table? Are there two students in the class?
Yes, there is an eraser on the table. Yes there are two students in the class?
No, there is not an eraser on the table No, there are not two students. There are four.

How many teachers are there in the classroom? How much money is there in your pocket?

a) There is one teacher in the classroom. a) There is much money in my pocket.

b) There are two teachers in the classroom. b) There is a little money in my pocket.
c) There are many teachers in the classroom. c) There is no money in my pocket.
d) There are a few teachers in the
classroom.

Rules for plurals:

 If the word ends with: CH, O, SH, S, SS or X, we Irregular Plurals

have to add “es” example: watch – watches, Person People
glass – glasses, boss – bosses, bus- buses. Man Men
 If the word ends with consonant and “Y”
Woman Women
change into “ies”, example: city-cities, baby-
babies. Child Chlidren
 If the word ends with a vowel and “Y” just Foot Feet
add “S” Monkey-Monkeys Toy-Toys Tooth Teeth
 If the word ends with the consonant “F” or Mouse Mice
“FE” change it into “ves”, example: Wolf- Ox Oxen
Wolves, Wife-Wives
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Possessive Forms
Make a brief review of the Demonstrative Pronouns

Possessive noun = P.N That is the food of the dog.

P.N= Noun + ‘S + Object
Adding ‘S to the owner P.N = That is the dog’s food.

Proper noun Common noun P.A = That is its food.

Mary’s doll the boy’s toy P.P = That food is its.

Luis’ house the boys’ toy

Mary and peter’s car

Possessive adjectives= P.A 1. - Whose pen is this/that?

P.A= DP+ to be verb +P.A+ object This/That pen is mine/hers.

2. - Whose is that /this pen?

P.A That/This is his/my pen.

My= Mi Is this pen yours?

Her= su This is our car. No, this pen is not mine.
His=su That is their House.
Its= su These are his books. Is that your book?
Your= su Those are my glasses. No, that is not my book.
Our= nuestro/a
Their= su What’s your father’s name?

Possessive Pronoun My father’s name is …

P.P= D.P+ object+ to be verb + P.P His name is…

P.P What are your parents’ names?

Mine=mío This pen is mine My parents’ names are…
Hers= de ella That belt is his. Their names are…
His= de él Those computers are ours.
Its=suyo. These shoes are hers.
Yours= de ustedes
Ours= de nosotros.
Theirs= de ellos.

Don’t forget to include questions related to names.

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Prepositions of location
In= en dentro de (specific) countries, cities.
At = en el, en la (general) at home, at school.

On= sobre – encima (touching the surface)

Over = sobre – encima (transitive) not touching.
Above= sobre – encima (intransitive-permanent) not touching.

Between= entre (two things or people)

Among= entre (more than two)
Under= debajo de
Behind= detrás de
In front of= en frente de
Next to= al lado de
Beside= al lado de
Up= arriba
Down= abajo
Around= alrededor
Inside= dentro de
Outside= afuera de
Beyond= más allá de
On top of= en la cima de.
Near= cerca
Far= lejos
Against= contra
Hanging from = colgando de

SUBJECT+ VERB TO BE + PREPOSITION + COMPLEMENT

Susan is at the door.

The buildings are next to the park.
The monkey is hanging from the tree.

- Practice with questions using the word “where”, both with proper and common names (remember
to use the article with common names).
- Also practice with yes/no questions.
- It is appropriate to use some visual aids
- Provide examples for every one of the prepositions.
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Where are you from?

Where are you from? Countries, cities What’s your nationality?

I am from Panama I am Panamanian.

I am from Panama City

Where is Shakira from? What’s her nationality?

She is from Colombia. She is Colombian.

Where is the Panamanian team from?

It is from Panama.

Occupations
WHAT DO YOU DO?
WHAT IS YOUR OCCUPATION? THESE TWO QUESTIONS HAVE
THE SAME MEANING
I am a student

Housewife Clerk Maid Designer Actor/actress

Engineer Pilot Singer Flight attendant Police officer
Mailman Architect Teacher Bellboy Fire fighter
Farmer Secretary Dancer Businessman Sales person
Student Nurse Lawyer Bus/taxi driver Soccer player

Are you a doctor? Are you doctors?

No, I am not a doctor. No, we are not doctors.

How old are you?

How old is your father? Is your father a teenager?
He is forty years old No, he is not a teenager.
My father is forty.

Vocabulary: Child, teenager, adult, grown up, old man, old lady, elder, senior.

REMEMBER TO PRACTICE WITH WH AN YES/NO QUESTIONS.

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Can you help me?

Commands Requests Prohibitions
Stand up Please, give me money Don’t smoke
Sit down Clean the table, please Don’t move
Open the door Please, be quiet Don’t eat my sandwich
Close the door Go home please Don’t turn on the TV
Go out Please, call me Don’t go
Come in Study please. Don’t scratch the walls

Make sure to explain that any verb in its base form can be used as a command, a request is the
combination of a command with the word “please” (before or after the command), and a prohibition
is the combination of the word “don’t” (do not) with a command.

Asking for help

Formal Could you help me? Informal Can you help me?
Yes, I could help you/of course Yes, I can help you.
No, I couldn’t help you/I’m sorry/I’m busy No, I can’t help you.

Offering help
Formal May I help you? Informal Can I help you?
Yes, you may help me. Yes, you can help me.
No, I can’t help you. No, you can’t help me.

Asking for repetitions

Excuse me?
Pardon me?
I beg your pardon? Teacher: Show me your exercise.
What did you say? Joe: I beg your pardon?
What do you say? Teacher: Your exercise
Can you repeat that please? Joe: Oh! Yes. Excuse me.
Can you repeat that word?
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Adjectives
What are you like? (for personality) How are you?
I am intelligent, happy and nice I am cool/great/fine

What do you look like? (for appearance)

I am tall, slim and beautiful/handsome

What’s your mother like? How is your mother?

She is thin, short and beautiful She is fine.

Position of an adjective:
1) Before a noun: A beautiful woman; My new shoes; The White House
2) After a conjugation of the verb to be or the verb look: She is beautiful; You look amazing

It’s cold, it’s hot, and it’s sunny.

What is the weather like? It’s freezing, it’s snowy, it’s foggy
The weather is … its cool, it cloudy, it’s breezy.
It is … It’s smoky. It’s rainy.

What color is your house? Color list

My house is blue. Blue, gray, red, orange, brown, golden,
It is white. White, pink, yellow, green, black, silver
If we are not sure about the color, we can add the suffix “ish”
(Relate the colors with objects)
Light + color; Dark + color

What are you wearing? What is she wearing?

I am wearing blue pants. She is wearing a black skirt

Adjective Opposite Adjective Opposite

SMALL BIG STRONG WEAK
RIGHT WRONG PRETTY / BEAUTIFUL UGLY
GOOD BAD NARROW WIDE
OLD YOUNG DIRTY CLEAN
TALL SHORT SAD GLAD
HIGH LOW HOT COLD
NICE UNPLEASANT HAPPY UNHAPPY
THIN FAT EXPENSIVE CHEAP
SHORT LONG SMART DUMB

Clothing: shirt, t-shirt, pants, shoes, blouse, jacket, belt, scarf, skirt.
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Comparative Forms (Remind the student to reserve lesson 10)

EQUALITY: Used when two people or things have the same level of a quality. Use the word “as” (tan) before
the adjective and “as” (como) after it. Examples:
SUBJECT 1 + AM/ARE/IS + AS + ADJECTIVE + AS + SUBJECT 2

Peter is as tall as John. Peter is not as tall as John.

SUPERIORITY FORM: To express that a person, animal or thing has a superior level of a quality, compared
to another:

For short adjectives (1 or 2 syllables) For long adjectives (2 syllables or more)

Add “er” (más) at the end of the adjective and Add “more” (más) before the adjective and “than”
“than” (que) after it. after it.

Peter is taller than John Mary is not more beautiful than Susan

SUPERLATIVE FORM: It’s an adjective that expresses that the thing or person being described has more of
the particular quality than anything or anyone else:

For short adjectives (1 or 2 syllables) For long adjectives (2 syllables or more)

Use the word “the” (el/la) followed by the adjective Use the word “the” (el/la), followed b “most” (más)
with the suffix “est” (más). and then the adjective.

Peter is the tallest at home. Mary is not the most beautiful girl.

Inferiority form: To express an inferior level of a characteristic

Comparative Superlative
Add “less” (menos) before the adjective and “than” Use the word “the” (el/la), followed by “least”
(que) after it. (menos) and then the adjective.

Peter is less tall than John. Mary isn’t the least beautiful in the class

Irregular adjectives:

Good Better than The best

Bad Worse than The worst
Far Farther than / further than The farthest / the furthest

Rules for short adjectives

“Consonant + vowel+consonant”
we double the last consonant and
add “er”, “est”
Ex.
Hot = hotter than - The hottest.
If they end in letter “e” just add “r”or If they end in letter “y” you must change
“st” it into “I”and add “er” or “est”
Ex: Ex:
Large: larger than - The largest. Happy: happier than - The happiest.
Ugly: Uglier than - The ugliest.
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Days of the week, Months and Seasons, Ordinal

Numbers and Apologies.
 Days of the week: Monday, Tuesday, Wednesday, Thursday, Friday, Saturday, Sunday
 Months of the year: January, February, March, April, May, June, July, August, September,
October, November, December.
 Seasons of the year: Spring, Winter, Fall/Autumn, Summer.
 Ordinal Numbers: First, Second, Third, Fourth, Fifth, Sixth, Seventh, Eighth, Ninth, Tenth,
Eleventh, Twelfth, Thirteenth, Fourteenth, Fifteenth, Sixteenth, Seventeenth, Eighteenth,

Prepositions for time:

 In: used for millenniums, centuries, years, seasons and months * in the afternoon, in
the morning
 On: used for specific days, for example on Christmas Eve, on my birthday, on Monday
 At: used for specific times of the day or specific hours, for example at night, at noon, at
five.

Write down this vocabulary on the board and have the students repeat at least three times.

Teach the student how to express a date.

What day is today? – It is Thursday

What day is tomorrow? – It is Friday

What’s the date today? – It is Thursday December the eighth, 2016. (THU 12/08 th/2016)

OFFER APOLOGIES ACCEPT APOLOGIES

SORRY THAT´S ALL RIGHT
PARDON IT´S ALL RIGHT
I´M SORRY THAT´S O.K.
I´M VERY SORRY IT´S OK

Practice with these questions:

What is the first month of the year?

Is summer hotter than spring?

What is the coldest season of the year?

How many days are there in a week?

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How to get to a place? The Time

Basic Vocabulary:
Turn left In front of Take a taxi
Turn right Pedestrian crossing Get in the car
Make a right At the end of Get out of
Make a left At the back of by bus, car, taxi.
On the left Traffic light On foot
On the right On the corner Cross
Walk On the square Street
Ahead On the way Sidewalk
Straight Next to Highway
Go Bridge

Where is the church?

How can I get to the park?
Do you know the address of ?
Where is it located?
Explain how to get to…

Time
At what time do you have breakfast?

I have beakfast at ten o’clock

What time is it?

It´s…

:00 o´clock

:15 quarter past + Hora Actual

:30 Half past + Hora Actual

:45 quarter to + Hora Actual

PAST: minutos desde la hora actual

Minutos desde la hora actual + Past + hora actual

TO: minutos para la siguiente hora.

Minutos faltantes + TO + Hora siguiente

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Simple present
Tense used to express actions within a routine.

I
you Subject + verb in base form + complement
we
they I play soccer every Monday.

he
she Subject + verb +s + complement
it
My mom works everyday

The auxiliaries in simple present are “do” (for I, you, we and they) and “does” (for he, she and it.
These words are used to ask questions and provide short answers and long negative answers. The
negative form of “do” is “don’t” (contraction for “do not”) and the negative form of “does” is
“doesn’t” (contraction for “does not”). When using an auxiliary, the verb must remain in its base
form.

Where do you live? Do you practice a sport?

I live in Panama. Yes, I do. Yes, I practice soccer.
No, I don’t. No, I don’t practice a sport.

How does your father go to work? Does your sister cook well?
He goes by bus. Yes, she does. Yes, she cooks very well.
No, she doesn’t. No, she doesn’t cook well.

Verb “Have”
I
you have I have a nice house.
we My parents have a good car.
they
he Ana has an ugly cat.
she has John has a lot of money
it
Remember that questions as well as short and negative answers with the verb “have” must include
the auxiliary:

Do you have a cell phone? Does your brother have a computer?

Yes, I do. Yes, I have a cell phone. Yes, he does. Yes, he has a computer.
No, I don’t. No, I don’t have a cell No, he doesn’t. No, he doesn’t have a computer
phone.
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Some –Any-No
These words can be used with both Singular- plural and Countable- uncountable nouns.

We use “some” in positive sentences

We use “any” in question and negative sentences with an auxiliary in negative form.
We use “no” in negatives sentences after the verb without an auxiliary.

Ex:

Does your mother have any son? Is there any water in the cup?
Yes, she has some son. Yes, there is some water in the cup.
No, she doesn´t have any son. No, there isn´t any water in the cup.
No, she has no son. No, there’s no water in the cup.

Indefinite pronouns

For people: For places: For things:

Somebody Someone Somewhere Something

Anybody Anyone Anywhere Anything
Nobody No one Nowhere Nothing

Do you go anywhere on weekend? Does anybody know that you are here?
Yes, I go somewhere on weekend. Yes, somebody knows that I am here
No, I Don´t go anywhere on weekend. --------0------------
No, I go nowhere on weekend. No, nobody knows that I am here

Can you see anybody outside? Does your mother drink any soda?
Yes, I can see somebody outside. Yes, she drinks some soda.
No, I can´t see anybody outside. No, she doesn’t drink any soda.
No, I see nobody outside. No, she drinks no soda.

Does the boy have anything to do? Would you like some?/Could I have some?
Yes, he has something to do.
No, he doesn´t have anything to do.
No, he has nothing to do.
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Objective pronouns, Intensifiers.

 Objective pronouns: the pronouns that are receiving the action of the verb. They come after the verb or
after a preposition. Remind the students that they can never start a sentence with an objective pronoun.
Tell the students how to replace either common or proper names with the correct pronoun.

I ME
YOU YOU
SHE HER
HE HIM
IT IT
WE US
YOU YOU
THEY THEM

 I call her every day

 The gift is for him
 Are you with Mary and Peter?—Yes, I am with them.

 Intensifiers: they are used to vary the degree or strength of an adjective, verb or adverb.

SO That car is SO beautiful

VERY We were VERY happy about the good news
REALLY That sound is REALLY annoying
SO…THAT It´s SO hot THAT I´m sweating
EXTREMELY I´m EXTREMELY hungry
QUITE I´m not QUITE sure about this answer

TOO MANY (DEMASIADOS/AS) + COUNTABLE NOUNS TOO + Adjective (for intensifying adjectives)

 There are TOO MANY people in China. . These shoes are TOO BIG for me!

TOO MUCH (DEMASIADO/A) + UNCOUNTABLE NOUNS

 There is TOO MUCH noise outside.

SO MANY (TANTOS/AS) + COUNTABLE NOUNS + THAT (QUE)

 There are SO MANY people THAT I can’t walk.

SO MUCH (TANTO/A) + UNCOUNTABLE NOUNS + THAT (QUE)

 There is SO MUCH noise here THAT I can’t study.

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Past of the verb to be, Past continuous, Reflexive

pronouns and to be about to
The past of the verb to be is used to refer to characteristics, feelings or situations in the past.

Personal Pronoun Conjugation

I Was
You Were
He Was
She Was
It Was
We Were
You Were
They Were

 I was in London last year.

 Sarah and Tom were in Spain last summer.
 It was a very good idea.

Past continuous: This tense is used to describe actions in progress at some moment in the past.

Subject + was/were + verb in gerund (ing) +complement

 This morning at 8 o’clock she was reading.

 He was traveling through Europe last week.
 She was writing a letter last night.

Teach the students how to turn a sentence into a Yes/No question

Reflexive pronouns

Personal Reflexive pronouns Functions

pronouns
I Myself 1) When the subject is the same person as the object
You Yourself  I love myself.
He Himself 2) By + reflexive pronoun (alone)
She Herself  I am at home by myself.
It Itself 3) Subject + verb + object + reflexive pronoun (without help)
We Ourselves  She bakes these cookies herself.
You Yourselves 4) Subject + to be + reflexive pronoun (authentic, original)

They Themselves  Tommy is always himself.

To be about to (estar a punto de…) – Used for non-completed actions

 I’m about to finish my university program.

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 She was about to buy some bread, but the store was closed.

Simple Past
It’s a tense used to describe actions in the past that finished.

To begin with, explain the difference between regular and irregular verbs. Tell the students that the
conjugations in past can be used regardless of the subject.

Regular verbs (add “ed” at the end) Irregular verbs

dance replace clean eat – ate learn – learnt burn – burnt
cook accept close drink – drank make – made speak – spoke
jump agree compete go – went read – read take – took
look answer continue know – knew run – ran teach – taught
talk ask try feel – felt say – said think – thought
walk arrive cry find – found see – saw win – won
work change reply get – got sing – sang write – wrote

Rules for regular verbs:

 If the verb ends with vowel and “y”, just add “ed” at the end (play – played).
 If the verb ends with consonant and “y”, eliminate it and add the structure “ied” (try – tried).
 If the verb ends with consonant, vowel and consonant and the stress is at the final syllable, the last
consonant must be doubled (stop – stopped).
 If the verb ends with an “e”, just add a “d” at the end (dance – danced)

Auxiliary: Did – Didn’t (did not)

Remember that auxiliaries are words used to ask questions, provide short affirmative and negative answers
and long negative answers. In questions, the auxiliary must be placed before the subject.

 What did you do yesterday? – I went to the beach with my family.

 Where did they have breakfast this morning? – They had breakfast at home.

In the simple past tense, “Yes/no” questions can be replied with a short or long answer. The short answer
finishes with the auxiliary, whilst the long answer needs to content the complement. For example:

Did you clean your room?

Short answer Long answer

Yes, I did. Yes, I cleaned my room.

No, I didn’t. No, I didn’t clean my room.

 To Report something you did on your own, you have to use the verb in its past form and add the
reflexive pronoun
Mary cooked the dinner by herself. John finished the project himself.
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Gerund Vs. Infinitive

Explain the three forms of a verb: base form (play), infinitive (to play), gerund (playing).

1) Uses for gerund

a) As a noun:
- As a subject. Ex: Smoking is bad for health
- As a object (after the verbs like, love, enjoy, hate…). Ex: I love reading

b) As a verb (After a subject and a conjugation of the verb “to be”)

Ex: - My mother is watching TV right now.
- I was playing soccer yesterday when you called.
c) As an adjective
bore I don’t like that movie because it’s boring.
fascinate She said her new invention is fascinating.
amaze + ing That is an amazing book.
Shock The accident was shocking.
Interest What you said was interesting.

c) After these words (in general after prepositions):

- After: Don’t swim right after eating, it’s dangerous.
- Before: Read the entire exam before solving it.
- By: We exercise by running.
- On: Our future depends on making the right decisions.
- Of: I am tired of waiting.
- For: Thank you for coming.
- In spite of: She didn’t pass in spite of studying hard.
- Without: Don’t come to take the exam without studying

d) After these verbs:

- Start: I started studying after the game.
- Continue: Let’s continue working.
- Finish: We will talk when you finish studying.
- Quit: Finally, my father quit smoking.
- Mind: I don’t mind sharing my food with other people.
2) Uses of infinitive

a) After the verbs want and need (always infinitive, no exception)

Ex: I want to buy a new car.
That kid needs to study more.
b) After the verbs like, enjoy, love, hate (in this case we can use gerund or infinitive without changing the
meaning).
Ex: I like jogging in the afternoons = I like to jog in the afternoons
We enjoy walking in the park = We enjoy to walk in the park
My brother loves playing video games = He loves to play video games
Tom hates studying = Tom hates to study
c) After interrogative pronouns (who, what, which, where, when, whose, why, how).
Ex: My mother told me who to call. I don’t know which car to buy.
Tom always knows what to say. Anna asked me where to go.
My father showed me how to fix the car.
 19

Future Forms
 Simple future: This future form is used to describe actions in the future, or to express predictions
without real evidence. It is also used to express sudden decisions.

The auxiliary for simple future is the modal “will”. The combination of “will” with any verb in base form
expresses a future action. The negative form of “will” is “won’t” (contraction for “will not”). Tell the students
how to turn a sentence into a question.

Subject + will/won’t + verb in base form + complement

 I will study the lesson.
 He will travel to London.
 They will buy a new car.

 Future Progressive: This tense is used to refer to an action in progress in the future that is generally
interrupted by another action.

Subject + will/won’t be+ verb in gerund (ing) + complement

 I will be cooking by the time you get home.
 She will be sleeping tomorrow at this hour.
 They will be studying French by this time next year.

The combination of a personal pronoun and the modal “will” can be contracted into one word:

Contraction
I will I’ll
you will you’ll
he will he’ll
she will she’ll
it will it’ll
we will we’ll
they will they’ll
 Future with “be going to”: This future form is used to refer to an action in the future or a prediction
based on some kind of proof or evidence. It can also be used to express plans.

Subject + to be (conjugation) + going to + verb in base form + complement

 I’m saving some money because I’m going to travel to France next year.
 It’s really cloudy. It’s going to rain.

In an informal conversational context, it is normal to hear and say “gonna” instead of “going to”. This
expression is never used in written texts or formal contexts.

Future expressions: later, after, afterwards, tomorrow, next (class, week, Monday, month, year…), someday.
 20

Adverbs of time and adverbs of frequency

An adverb is a word that modifies or qualifies the meaning of a verb, an adjective or another verb.

 Adverbs of frequency: They are used to express how often things are done. They are generally placed
before verbs, except for auxiliaries (“to be”, can, could, may, might, will, would, must, should, have for
present perfect…), in these cases, the adverb is placed after the auxiliary.

These adverbs help to answer the questions “How often?” and “How frequently”.

% Adverb of frequency Example

100% Always Susie always studies after classes
90% Usually We usually walk to work
80% Normally/Generally I normally get good marks
70% Often/Frequently My sister often reads in bed at night
50% Sometimes I sometimes sing in the shower
30% Occasionally My children occasionally go to bed late
10% Seldom I seldom put salt on my food
5% Hardly ever/Rarely My mom hardly ever gets angry
0% Never Vegetarians never eat meat
Subject + adverb + verb Subject + auxiliary + adverb

Daniel always passes his exams Thomas is always happy.

They will never win this game

We can also use expressions as once, twice, or the combination of a number with the word “times” to express
the frequency of an action. The combination of the word “every” with different nouns referring to time can
help us to express frequency, too.

 Adverbs of time: They answer the question “When?”. Some of them are:

after lately recently

lately sometimes yesterday
before soon tomorrow
during today The day after tomorrow

 Tag question: It’s a special construction in English. It’s formed by a statement followed by a mini
question, both separated by a comma. Such mini-question is called a “question tag” and it includes an
auxiliary followed by a personal pronoun. If the statement is positive, the tag will be negative and vice-
versa. These questions are used to confirm information that the speaker already knows.

+ Affirmative statement, - Negative question tag

Snow is white, isn’t it?
- Negative statement, + Affirmative question tag
You don’t like me, do you?
 21

Adverbs also, too and either

(Remind the students that lesson 20 and 21 share the same workshop and the same test)

Also and too are adverbs used to express actions executed in a similar way, or to introduce additional subjects,
actions or objects within an affirmative statement.

 Also: It is usually placed before verbs, except in the case of auxiliaries (“to be”, can, could, may, might,
must, should, will, would and have for present perfect). When there is an auxiliary in the sentence, “also”
is placed right after.
 Examples:
 I like singing. I also like painting.
 I am a teacher. I am also a writer.

* Sometimes, “also” is located at the beginning of the sentence, always separated from the rest of it by a
comma.

 They went to the beach. Also, we went to the beach.

 Too: It is generally located at the end of the sentence, after a comma. Examples:
 I like singing. I like painting, too.
 She can swim. She can dive, too.

* Sometimes “too” can be placed between the subject and the verb. When so, it must be preceded and
followed by a comma.

 My father is a good swimmer. I, too, am a good swimmer.

 Either: It is an adverb used to refer to actions carried out in a similar way or to introduce additional
subjects, actions or objects within a negative statement.

It is usually placed at the end of the sentence, after a comma. Examples:

 I don’t like dancing. I don’t like traveling, either.

 He can’t drive and he can’t cycle, either.
Conjunctions are words used to join two elements of a sentence, two clauses or even two sentences.

 Coordinating conjunctions:

For – I love my mother for she is amazing.

And – My sister likes cats and my brother likes dogs.

Nor – She shouldn’t say that nor should you take her seriously.

But – Sandra always studies but she doesn’t approve her exams.

Or – My son will be a doctor or an architect.

Yet – He never comes to class yet he always gets good marks.

So – I like to be in shape so I exercise.

 22

Conjunctions
Conjunctions are words used to join two elements of a sentence, two clauses or even two sentences.

 Subordinating conjunctions:

When using subordinating conjunctions, there is an independent and a dependent clause (the one after
the conjunction).

after (después de que)
although (aunque)
as (a medida que)
as far as (hasta donde)
as soon as (tan pronto como)
as if (como si)
as though (como si)
because (porque)
before (antes de que)
even if (aunque, incluso si)
even though (aunque, incluso si)
how (la manera en la cual, como)
if (si – condicional)
inasmuch as (en cuanto, ya que)
in case that (en caso de que)
in order that (para que)
insofar as (en la medida en que)
in that (en que)
lest (para que no)
no matter how (de cualquier modo)
now that (ahora que)
once (una vez que)
provided that (dado que)
since (ya que)
so that (para que)
supposing that (suponiendo que)
than (que – comparativo)
that (que – relativo)
though (si – condicional)
till (hasta que)
Unless (a menos que)
until (hasta que)
when (cuando)
whenever (cada vez que)
where (donde)
wherever (dondequiera)
Whether (si)
while (mientras que)
why (el porqué, la razón por la cual)

When the dependent clause is placed first in a sentence, a comma must separate the two clauses. If the
independent clause is placed at the beginning, there is no need to do so. Example:

After we finished studying (dependent), we went to the concert (independent).

We went to the concert (independent) after we finished studying (dependent).

 23

Punctuation marks
They are symbols that indicate the structure and organization of written language, as well as the intonation and
pauses when reading aloud.

( . ) Period, dot, stop, full stop ( ? ) Question mark

At the end of a declarative sentence and in After an interrogative sentence.
abreviations.
( ! ) Exclamation mark ( : ) Colon
To show strong emotion or to give a command. To introduce a list or an explanation
( ; ) Semicolon ( - ) Hyphen
To join two independent clauses that are not To join words, serving as a single adjective before a
connected with a coordinate conjunction. noun, in numbered words, and to divide words into
syllables.
( , ) Comma ( ) Parentheses
To separate items in a series, to set off an appositive, To include additional information
or before the conjunction
( _ ) Underscore ( … ) Ellipsis
Used in electronics For non -completed ideas.
( / ) Slash ( “ “ ) Quotation marks
To separate functions or aspects of a person or thing. To quote other people’s ideas and dialogues within a
text.
( ‘ ) Apostrophe
Used in possessive noun form and contractions. [ ] Brackets
( @ ) At
Used in electronics.

Tell the students to write a short essay, using as many punctuation marks as possible.