Absolute Beginner English - 20 Point Program

THE PRESENT OF THE VERB “TO BE”

When you begin teaching absolute beginners it is important to use gestures, pointing and
what is often called "modeling". You can begin teaching subject pronouns and also
introduce the verb 'to be' at the same time with this simple exercise.
Part I: I am + Name
Teacher: Hi, I am Ken. (Point at yourself)
Teacher: Hi, I am Ken. (Repeat stressing each word)
Teacher: (Point to each student and have them repeat 'I am...')
Part II: He, She, is
Teacher: I am Ken. He (stress 'he') is ... (Point at a student)
Student(s): Paolo (Student(s) give that student's name)
Teacher: I am Ken. (Point at the student again and then circle your finger in the air
indicating 'everybody')
Student(s): He is Paolo.
Teacher: I am Ken. She (stress 'she') is ... (Point at a student)
Student(s): She is Illana. (If students make a mistake and say 'he' instead of 'she', point
to your ear and repeat the sentence stressing 'she')
Teacher: (Point at different students and repeat a number of times)
Part III: Question with 'is'
Teacher: I am Ken. Is He Ken? No, He is Paolo. (Use modeling here - ask yourself the
questions)
Teacher: Is he Paolo? Yes, He is Paolo.
Teacher: Is He Greg? (Point to various students illiciting a yes or no response)
Student(s): Yes, He is Paolo, No, She is Jennifer, etc.
Teacher: (Point from one student to the next indicating that he / she should ask a
question)
Student 1: Is he Greg?
Student 2: No, He is Peter. OR Yes, He is Greg.
Teacher: (Continue around the room)

Part I: You are, We are + students

Teacher: Hi, I am Ken. I am a teacher. We are teachers. (Point outside the class
indicating you and other teachers)
Teacher: We are teachers. You are students. (Stress 'we' and 'you' to point out the
difference, indicating the entire class when using 'you')
Teacher: (Point to all of the students and have them repeat 'we are students')
Part II: They are + teachers
Teacher: (Model that you belong to the group students at this point by sitting with them
or in some other manner) We are students. They are teachers (stress 'they' - Point at a
student indicating the 'other' teachers)
Student(s): They are teachers.
Teacher: (Continue around the room indicating students to repeat either 'They are
teachers' or 'We are students' based on what you indicate)
Part III: Question with 'are'
Teacher: Are you students? No, we are students. (Use modeling here - ask yourself the
questions)
Teacher: Are you students? (ask a student)
Student(s): Yes, we are students.
Teacher: Are you teachers?
Student(s): No, we are students.
Teacher: (Point from one student to the next indicating that he / she should ask a
question)
Teacher: (Continue around the room)

THIS AND THAT - CLASSROOM OBJECTS

Learning 'This is' and 'That is' at the very beginning can help you quickly move onto
picking up some basic vocabulary so that students can start building vocabulary from the
very beginning.
Part I: This is, That is
Teacher: This is a pencil. (Stress 'this', hold the pencil up in your hand)
Teacher: (Signal students should repeat)
Teacher: That is a book. (Stress 'that', point to a book somewhere in the room)
Teacher: (Signal students should repeat)
Continue this exercise with some basic objects around the room such as: window, chair,
table, board, pen, bag, etc. Make sure to stress the difference between 'this' and 'that'
when you hold or point to something.
Part II: Questions with this and that
Teacher: (Model a question to yourself by first holding the object and then laying it
down for the response, you can also change places in the room, or change your voice to
indicate that you are modeling.) Is this a pen? Yes, That is a pen.
Teacher: Is this a pen?
Student(s): Yes, that is a pen. OR No, that is a pencil.
Continue this exercise with some basic objects around the room such as: window, chair,
table, board, pen, bag, etc. Make sure to stress the difference between 'this' and 'that'
when you hold or point to something.
Part III: Students ask questions
Teacher: (Point from one student to the next indicating that he / she should ask a
question)
Student 1: Is this a pen?
Student(s): Yes, that is a pen.
Teacher: (Continue around the room)

NEGATIVE STATEMENTS WITH 'TO BE'

Now that students have learned some basic vocabulary and can respond to questions with
yes or no, it is time for them to pick up the negative form of the verb 'to be'. Notice that
we can now use all of the subject pronouns, as well as some basic object vocabulary. You
might also want to bring in a few pictures from magazines to introduce some other
professions to give your students further vocabulary.
Negative statements with 'to be'
Part I: Are you a...? No, I'm not a...
Teacher: (Model a question to yourself changing places in the room, or changing your
voice to indicate that you are modeling.) Are you a student? No, I am not a student. I am
a teacher.
Teacher: Paolo, are you a teacher? (ask a student)
Student(s): No, I am not a teacher. I am a student.
Continue this exercise around the room with each of the students. If a student makes a
mistake, touch your ear to signal that the student should listen and then repeat his/her
answer accenting what the student should have said.
Example:
Teacher: Are you a teacher?
Student(s): No, I not a teacher.
Teacher: No, I AM not a teacher. I am a student.
Part II: Expand to 'he', 'she', 'this' and 'that'
Teacher: (Model a question to yourself changing places in the room, or changing your
voice to indicate that you are modeling.) Is she a teacher? No, she isn't a teacher. She is a
student.
Teacher: Paolo, is he a teacher? (ask a student)
Student(s): No, he isn't a teacher. He is a student.
Teacher: Georgia, is this a book? (ask a student)
Student(s): No, that isn't a book. That is a pen.
Continue this exercise around the room with each of the students. If a student makes a
mistake, touch your ear to signal that the student should listen and then repeat his/her
answer accenting what the student should have said.
Example:
Teacher: Is this a pen?
Student(s): No, that not pen.
Teacher: No, that ISN'T a pen. That is a book.
Part III: Introduce 'we', 'you' and 'they'
Teacher: (Model a question to yourself changing places in the room, or changing your
voice to indicate that you are modeling.) Are you teachers? No, we aren't teachers. We
are students.
Teacher: Paolo, are you teachers? (ask a student)
Student(s): No, we aren't teachers. We are students.
Continue this exercise around the room with each of the students.
Teacher: (Model a question to yourself changing places in the room, or changing your
voice to indicate that you are modeling.) Are they students? No, they aren't students.
They are teachers.
Teacher: Paolo, are they students? (ask a student)
Student(s): No, they aren't teachers. They are students.
Continue this exercise around the room with each of the students.
Part IV: Students ask questions
Teacher: (Point from one student to the next indicating that he / she should ask a
question)
Student 1: Is this a pen?
Student(s): No, that isn't a pen. That is a pencil.
Student 1: Are we teachers?
Student(s): No, we aren't teachers. We are students.
Teacher: (Continue around the room)

POSSESSIVE ADJECTIVES

Your learners have now learned some basic vocabulary, simple positive and negative
statements with 'to be', as well as questions. Now you can introduce the possessive
adjectives 'my', 'your', 'his', and 'her'. It is best to stay away from 'its' at this point. You
can work on getting students to know each other by using their names for this exercise,
before going on to objects.
Teacher: (Model a question to yourself changing places in the room, or changing your
voice to indicate that you are modeling. ) Is your name Ken? Yes, my name is Ken.
(stress 'your' and 'my' - repeat a few times)
Teacher: Is your name Ken? (ask a student)
Student(s): No, my name is Paolo.
Continue this exercise around the room with each of the students. If a student makes a
mistake, touch your ear to signal that the student should listen and then repeat his/her
answer accenting what the student should have said.
Part II: Expand to include 'his' and 'her'
Teacher: (Model a question to yourself changing places in the room, or changing your
voice to indicate that you are modeling. ) Is her name Jennifer? No, her name isn't
Jennifer. Her name is Gertrude.
Teacher: (Model a question to yourself changing places in the room, or changing your
voice to indicate that you are modeling. ) Is his name John? No, his name isn't John. His
name is Mark.
(Make sure to accent the differences between 'her' and 'his')
Teacher: Is his name Gregory? (ask a student)
Student(s): Yes, his name is Gregory. OR No, his name isn't Gregory. His name is Peter.
Continue this exercise around the room with each of the students. If a student makes a
mistake, touch your ear to signal that the student should listen and then repeat his/her
answer accenting what the student should have said.
Part III: Having students ask questions
Teacher: Is her name Maria? (ask a student)
Teacher: Paolo, ask John a question. (Point from one student to the next indicating that
he / she should ask a question thereby introducing the new teacher request 'ask a
question', in the future you should then use this form instead of pointing to move away
from the visual to the aural.)
Student 1: Is his name Jack?
Student 2: Yes, his name is Jack. OR No, his name isn't Jack. His name is Peter.
Continue this exercise around the room with each of the students.
THE ALPHABET

At this point learners need to be able to use the alphabet in order to assimilate new
vocabulary and ask spelling questions about new vocabulary they will be learning in
future lessons. You should take in an alphabet chart for this lesson, this chart should have
pictures of various objects beginning with the various letters of the alphabet (pre-
schoolers alphabet books would work well in this situation).
Teacher: (Read the alphabet list slowly, pointing to pictures as you speak. The following
list is just an example, make sure to use something with pictures if possible. )
 A as in "apple"
 B as in "boy"
 C as in "car"
 D as in "dog"
 E as in "ear"
 F as in "flag"
 G as in "great"
 H as in "house"
 I as in "insect"
 J as in "joy"
 K as in "kind"
 L as in "light"
 M as in "magic"
 N as in "night"
 O as in "orchestra"
 P as in "people"
 Q as in "question"
 R as in "red"
 S as in "sure"
 T as in "truck"
 U as in "unique"
 V as in "video"
 W as in "wow"
 X as in "xerox"
 Y as in "yes"
 Z as in "zebra"
Teacher: Repeat after me (Model the idea of repeating after me, thus giving the students
a new class instruction that they will understand in the future.)
 A as in "apple"
 B as in "boy"
 C as in "car"
 D as in "dog"
 E as in "ear"
 F as in "flag"
 G as in "great"
 H as in "house"
 I as in "insect"
  J as in "joy"
 K as in "kind"
 L as in "light"
 M as in "magic"
 N as in "night"
 O as in "orchestra"
 P as in "people"
 Q as in "question"
 R as in "red"
 S as in "sure"
 T as in "truck"
 U as in "unique"
 V as in "video"
 W as in "wow"
 X as in "xerox"
 Y as in "yes"
 Z as in "zebra"
Student(s): (Repeat the above with the teacher)
Part II: Spelling Names
Teacher: Please write your name. (Model the following new class instruction by writing
your name on a piece of paper. )
Teacher: Please write your name. (You may have to gesture to students to take a piece of
paper out and write their names.)
Student(s): (Students write their names on a piece of paper)
Teacher: My name is Ken. K - E - N (Model spelling your name.). What is your name?
(Gesture to a student.)
Student(s): My name is Gregory. G - R - E - G - O - R - Y
Continue this exercise around the room with each of the students. If a student makes a
mistake, touch your ear to signal that the student should listen and then repeat his/her
answer accenting what the student should have said.

JOBS VOCABULARY

Learning the names of various jobs can help students get involved by speaking about
their lives. At this point, you can go beyond having students identify objects and naming
other students to getting them to speak about their profession. This exercise will also
continue to work on their spelling skills. You should bring in a magazine or another
source of pictures of various jobs.
Teacher: (Point to your photos or illustrations of various jobs. I think it is best to limit
the number of jobs to around 10 different professions.) He is a policeman. She is a
teacher. He is a pilot. She is a nurse, etc.
Teacher: Teacher: Repeat after me (Model the idea of repeating after me, thus giving the
students a new class instruction that they will understand in the future.)
Teacher: He is a policeman.
Student(s): He is a policeman.
Teacher: She is a teacher.
Student(s): She is a teacher.
Teacher: He is a pilot.
Student(s): He is a pilot.
Continue this exercise around the room with each of the students. If a student makes a
mistake, touch your ear to signal that the student should listen and then repeat his/her
answer accenting what the student should have said.
Part II: Asking questions about jobs
Teacher: Paolo, is he a policeman?
Student(s): Yes, he is a policeman.
Teacher: Susan, is she a teacher?
Student(s): No, she isn't a teacher. She is a nurse.
Teacher: Paolo, ask Susan a question. (Give the student a picture)
Student(s): Is she a nurse?
Student(s): Yes, she is a nurse. OR No, she isn't a nurse. She is a teacher.
Continue this exercise around the room with each of the students. If a student makes a
mistake, touch your ear to signal that the student should listen and then repeat his/her
answer accenting what the student should have said.
Part III: Spelling jobs
Teacher: I am a teacher. T - E - A - C - H - E - R. Please repeat after me.
Teacher and Students: Teacher. T - E - A - C - H - E - R.
Continue this exercise spelling each of the jobs.

QUESTIONS WITH 'WHO' AND 'WHAT'

Now that students have learned a number of jobs, you can introduce questions with 'who'
and 'what'.
Teacher: Ken, what are you? I am a teacher. (Model the next question to the students.)
Teacher: Susan, what are you?
Student(s): I am a nurse.
Teacher: Susan, ask Paolo a question.
Student(s): What are you?
Student(s): I am a student.
This exercise can get complicated because many of the students' jobs will not have been
included. If this happens, point to a picture and then model a question pretending to be
something from one of the pictures.
Part II: Who is a ...?
Teacher: What are you? I am a teacher. Who is a nurse? Susan is a nurse. (Model the
difference between 'what' and 'who' by first asking yourself 'what are you?' and accenting
the 'what' in the question and 'teacher' in the response. Next, show the difference by
asking the question 'who is a ...' accenting 'who' in the question and the person in the
response. This use of accenting differing words with your intonation helps students
distinguish the differnce between thing and person.)
Teacher: Paolo, who is a policeman?
Student(s): Olaf is a policeman.
Teacher: Susan, who is a teacher.
Student(s): You are a teacher.
Continue this exercise around the room with each of the students. If a student makes a
mistake, touch your ear to signal that the student should listen and then repeat his/her
answer accenting what the student should have said.
Part II: Mixing up 'who' and 'what'
Teacher: Paolo, what are you?
Student(s): I am a clerk.
Teacher: Susan, who is a clerk?
Student(s): Paolo is a clerk.
Teacher: Olaf, what is Paolo?
Student(s): Paolo is a clerk.
Continue this exercise around the room with mixing 'what' and 'who' in the question
form, be sure to also vary the questions using 'you', 'he' and 'she'.

BASIC GREETINGS

This is a simple exercise to get students communicating with basic greetings. Notice in
the second part of the activity that you can use this opportunity to recycle spelling, object
and job vocabulary.
Teacher: Hello, How are you? Hi, I'm fine. - Hi, How are you? Hello, I'm OK. - Hi, How
are you? Hi, I'm well. (Model the question to the students. You can make gestures such as
the thumbs up sign, etc. as well as strong facial gestures to help students understand the
differences.)
Teacher: Susan, hi, how are you?
Student(s): Hi, I'm fine.
Teacher: Susan, ask Paolo a question.
Student(s): Hi Paolo, How are you?
Student(s): Hello, I'm well.
Continue this exercise around the class.
Part II: Goodbye
Teacher: Hello Ken, how are you? Hello, I'm fine. - What is this? That's a book - B - O -
O - K. - What are you? I'm a teacher - T - E - A - C - H - E -R. - Goodbye. Goodbye.
(Model this dialogue physically, you may want to model this exercise a few times as it
will demand a number of skills from the students.)
Teacher: Hello Paolo, how are you?
Student(s): Hi, I'm fine.
Teacher: What is this?.
Student(s): That is a pencil - P - E - N - C - I - L.
Teacher: What are you?
Student(s): I'm a pilot - P - I - L - O - T.
Teacher: Goodbye, Paolo.
Student(s): Goodbye.
Continue this exercise around the room with each of the students. If a student makes a
mistake, touch your ear to signal that the student should listen and then repeat his/her
answer accenting what the student should have said.

QUESTIONS AND ANSWERS

This exercise builds on basic greetings and introduces the names of the nations, cities,
etc.
Teacher: Where are you from? I am from the USA.(Model 'where' and 'from' by
accenting 'where' and 'from' in the question and 'from' in the response. This use of
accenting differing words with your intonation helps students learn the new form. You
might want to repeat this question a few times also including city names.)
Teacher: Susan, hi, how are you?
Student(s):Hi, I'm fine.
Teacher: Where are you from?
Student(s): I'm from Russia.
Teacher: Susan, ask Paolo.
Student(s): Hi Paolo, how are you?
Student(s): Hi, I'm fine.
Student(s): Where are you from?
Student(s): I'm from Pisa.
Continue this exercise around the class.
Part II: Asking questions with 'he' and 'she'.
Teacher: Where is Paolo from? He is from Italy.
Teacher: Susan, where is Olaf from?
Student(s): He is from Poland.
Teacher: Where are you from?
Student(s): I'm from Russia.
Teacher: Susan, ask Paolo.
Student(s): Paolo, where is Maria from?
Student(s): She is from Brazil.
Student(s): Where are you from?
Student(s): I'm from Pisa.
Continue this exercise around the class.

NATIONALITIES

This activity expands students' vocabulary by adding nationality adjectives and making a
comparison between nations and nationalities. At this point, it would also be a good idea
to introduce a map and/or write the names of various nations and nationalities on the
board.
Teacher: Where are you from? I am from the USA. Are you American? Yes, I am
American. (Model the difference between nation and nationality by accenting the
nationality in both the question and response. This use of accenting differing words with
your intonation helps students learn the differnce between nation and nationality. It
might also help to point to the board when asking this question.)
Teacher: Where is Paolo from? He is from Italy. Is he American? No, he isn't American.
He is Italian. (Go through the various nationalities in the classroom. This is also an
opportunity to repeat the negative forms of 'to be' for 'he' and 'she'. You may also want to
go through the list of nations and nationalities having students repeat after you to focus
on pronunciation for a moment.)
Teacher: Paolo, where is Olaf from?
Student(s): Olaf is from Poland.
Teacher: Is Olaf Polish?
Student(s): Yes, he is Polish.
Teacher: Olaf, ask Susan.
Student(s): Is Paolo from Italy?
Student(s): Yes, he is from Italy?
Student(s): Is he Italian?
Student(s): Yes, he is Italian.
Continue this exercise around the class.
Introduce and review the negatives.
Teacher: Paolo, where is Olaf from?
Student(s): Olaf is from Poland.
Teacher: Is Olaf American?
Student(s): No, he isn't American. He is Polish.
Teacher: Olaf, ask Susan.
Student(s): Is Paolo from Italy?
Student(s): Yes, he is from Italy?
Student(s): Is he Polish?
Student(s): No, he isn't Polish. He is Italian.
Part II: Expanding to a mini-conversation.
Teacher: Susan, hi, how are you?
Student(s): Hi, I'm fine.
Teacher: Where are you from?
Student(s): I'm from Russia.
Teacher: Are you American?
Student(s): No, I'm not American. I'm Russian.
Teacher: What are you?
Student(s): I'm a nurse.
Teacher: What's this?
Student(s): That's a book.
Teacher: Goodbye.
Student(s): Goodbye.
Continue this exercise with each student around the class.

NUMBERS

At this point, students should feel comfortable performing simple conversations speaking
about where they are form, what their jobs are and naming a number of objects. It's time
to go back to some basic rote repeating for students to learn their basic numbers.
Teacher: (Write a list on the board and point to the numbers.)
1 - one 2 - two
3 - three
4 - four
5 - five
6 - six
7 - seven
8 - eight
9 - nine
10 - ten
11 - eleven
12 - twelve
13 - thirteen
14 - fourteen
15 - fifteen
16 - sixteen
17 - seventeen
18 - eighteen
19 - nineteen
20 - twenty
Teacher: Please repeat after me.
Teacher: (Point to the numbers.)
1 - one Student(s): 1 - one
2 - two Student(s): 2 - two
3 - three Student(s): 3 - three, etc
4 - four
5 - five
6 - six
7 - seven
8 - eight
9 - nine
10 - ten
11 - eleven
12 - twelve
13 - thirteen
14 - fourteen
15 - fifteen
16 - sixteen
17 - seventeen
18 - eighteen
19 - nineteen
20 - twenty
Teacher: (Write a list of random numbers on the board and point to the numbers.)
Teacher: Susan, what number is this?
Student(s): 15
Teacher: Olaf, what number is this?
Student(s): 2
Continue this exercise around the class.
Part II: The 'tens'.
Teacher: (Write a list of the tens and point to the numbers.)
10 - ten
20 - twenty
30 - thirty
40 - forty
50 - fifty
60 - sixty
70 - seventy
80 - eighty
90 - ninety
100 - One hundred
Teacher: Please repeat after me.
10 - ten Student(s): Ten
Teacher: 20 - twenty
Student(s):Twenty
Teacher:30 - thirty
Student(s):Thirty, etc
40 - forty
50 - fifty
60 - sixty
70 - seventy
80 - eighty
90 - ninety
100 - One hundred
Part III: Combined 'tens' and single digits.
Teacher: (Write a list of various numbers and point to the numbers.)
22
36
48
51
69
71
85
94
Teacher: Please repeat after me.
22 Student(s): 22
Teacher: 36
Student(s): 36
Teacher: 48
Student(s): 48, etc
51
69
71
85
94
Teacher: (Write another list of random numbers on the board and point to the numbers.)
Teacher: Susan, what number is this?
Student(s): 33
Teacher: Olaf, what number is this?
Student(s): 56
Continue this exercise around the class.
Part IV: Contrast 'teens' and 'tens'
Teacher: (Write the following list of numbers and point to the numbers.)
12 - 20
13 - 30
14 - 40
15 - 50
16 - 60
17 - 70
18 - 80
19 - 90 Be careful to pronounce slowly, pointing out the difference in pronunciation
between 14, 15, 16, etc. and 40, 50, 60, etc.
Teacher: Please repeat after me.
12 - 20
Student(s): 12 - 20
Teacher: 13 - 30
Student(s): 13 - 30
Teacher: 14 - 40
Student(s): 14 - 40, etc.
15 - 50
16 - 60
17 - 70
18 - 80
19 - 90

PERSONAL INFORMATION

Now that students can spell and count, they can also begin giving personal information
such as their address and telephone number. This activity also helps review and build on
their counting and past exercises.
Teacher: What is your telephone number? My telephone number is 586-0259. (Model
'telephone number' by accenting 'telephone number' in the question and in the response.)
Teacher: Susan, hi, how are you?
Student(s): Hi, I'm fine.
Teacher: What is your telephone number?
Student(s): My telephone number is 587-8945.
Teacher: Susan, ask Paolo.
Student(s): Hi Paolo, how are you?
Student(s): Hi, I'm fine.
Student(s): What is your telephone number?
Student(s): My telephone number is 786-4561.
Continue this exercise around the class.
Part II: What is your address?
Teacher: What is your address? My address is 45 Green Street. (Model 'address' by
accenting 'address' in the question and in the response.)
Teacher: Susan, hi, how are you?
Student(s): Hi, I'm fine.
Teacher: What is your address?
Student(s): My address is 32 14th Avenue.
Teacher: Susan, ask Paolo.
Student(s): Hi Paolo, how are you?
Student(s): Hi, I'm fine.
Student(s): What is your address?
Student(s): My address is 16 Smith Street.
Continue this exercise around the class.
Part II: Personal Information - Bringing It All Together
Teacher: Susan, hi, how are you?
Student(s): Hi, I'm fine.
Teacher: What is your address?
Student(s): My address is 32 14th Avenue.
Teacher: What is your telephone number?
Student(s): My telephone number is 587-8945.
Teacher: Where are you from?
Student(s): I'm from Russia.
Teacher: Are you American?
Student(s): No, I'm not American. I'm Russian.
Teacher: What are you?
Student(s): I'm a nurse.
Teacher: What's this?
Student(s): That's a book.
Teacher: Goodbye.
Student(s): Goodbye.
Continue this exercise with each student around the class.

EVERYDAY OBJECTS

Students are familiar with 'this' and 'that', so this is a good time to quickly expand
vocabulary by using a structure students already know. You will need to bring in pictures
or illustrations of a number of everyday objects.
Teacher: This is a car. (point to a picture or illustration that you have brought into
class.)
Teacher: (Signal students should repeat)
Teacher: That is a purse. (Stress 'that', point to a purse somewhere in the room)
Teacher: (Signal students should repeat)
Continue this exercise with the everyday objects you have brought into class. Alternate
these objects with objects in the classroom that they have already learned so that you can
reinforce the difference between 'this' and 'that'.
Part II: Questions with this and that
Teacher: Is this a car?
Student(s): Yes, that is a car. OR No, that isn't a car. That is a light.
Continue this exercise using the illustrations you have brought into class.
Part III: Students ask questions
Teacher: (Hand each student a different illustration.) Susan, please ask Paolo a question.
Student 1: Is this a car?
Student(s): Yes, that is a car. OR No, that isn't a car. That is a ball.
Continue this exercise with each student around the class.

THERE IS, THERE ARE

Building on the new vocabulary students have just learnt, you can introduce 'there is' and
'there are'. You will need some more images, some of these images should have a number
of the same item in order to practice both the single and plural form.
Teacher: Is there a car in this picture? Yes, there is a car in that picture. Is there a book
in this picture? No, there isn't a book in that picture.(Model the differnce between the
question and answer by accenting 'is there' in the question and 'there is' in the response. )
Teacher: Is there a computer in this picture?
Student(s): Yes, there is a computer in that picture.
Teacher: Is there a computer in this picture?
Student(s): No, there isn't a computer in that picture.
Continue this exercise with the everyday objects images you have brought into class.
Alternate these objects with objects in the classroom that they have already learned so
that you can reinforce the difference between 'this' and 'that'.
Part II: Are there four..., there are four...
Teacher: Are there three cars in this picture? Yes, there are four cars in that picture. Are
there two books in this picture? No, there aren't two books in that picture.(Model the
differnce between the question and answer by accenting 'are there' in the question and
'there are' in the response. It is very important that you use specific numbers at this point
as students are not yet familiar with 'some' and 'any')
Teacher: Are there four people in this picture?
Student(s): Yes, there are four people in that picture.
Teacher: Are there three lamps in this picture?
Student(s): No, there aren't three lamps in that picture.
Continue this exercise using the illustrations you have brought into class.
Part III: Students ask questions
Teacher: (Hand each student a different illustration.) Susan, please ask Paolo a question.
Student(s): Is there a car in this picture?
Student(s): Yes, there is a car in that picture. OR No, there isn't a car in that picture.
Student(s): Are there three books in this picture?
Student(s): Yes, there are three books in this picture. OR No, there aren't three books in
that picture.
Continue this exercise around the class.

BASIC ADJECTIVES

At this point students are able to identify a number of basic objects. Now is a good time
to introduce some basic adjectives to describe those objects. You will need to bring in
some illustrations of similar objects that look different.
Prepare the lesson by writing a number of adjectives on the board. I like to use adjectives
that are paired in opposites and I would suggest the following:
 beautiful - ugly
 old - new
 hot - cold
 old - young
 big - small
 cheap - expensive
 thick - thin
 empty - full
Notice that you should use adjectives which describe the outward appearance of things
because students have only learned basic everyday object vocabulary up to now.
Teacher: (Take two illustrations which show similar objects in different states.) This is
an old car. This is a new car.
Teacher: (Take two illustrations which show similar objects in different states.) This is a
beautiful city. This is an ugly city.
Continue pointing out the differences between the various objects.
Part II: Getting Students to Describe Illustrations
(Once you feel comfortable that students are familiar with these new adjectives, begin to
ask students questions.)
Teacher: What is this?
Student(s): That is an old house.
Teacher: What is this?
Student(s): That is a cheap bag.
Continue choosing between the various objects.
Part III: Students ask questions
Teacher: (Hand out the various images to the students, you can also make a game out of
this by turning over the images and having students choose one from the pile.)
Teacher: Paolo, ask Susan a question.
Student(s): Is this a new hat? OR What is this?
Student(s): Yes, that is a new hat. OR No, that isn't a new hat, it is an old hat.
Teacher: (Continue around the room)

COUNTABLE / UNCOUNTABLE

Now that students are familiar with 'some' and 'any' you can extend this knowledge by
adding the questions 'How much' and 'How many', as well as the quantifiers 'some', 'a lot
of', 'a little' and 'a few'.
Prepare the lesson by once again writing a few headings on the board. I would include
'Some', 'a lot', 'a little' for uncountble objects and 'some', '4', 'a lot' and 'a few' for
countable objects. Under these headings, add a list of the countable and uncountable
objects that you have introduced - or will be introducing - during the lesson. This will
help students continue to expand on the concept of countable and uncountable nouns.
Teacher: (Take an illustration or picture that contains many objects.) How much water
is there in the glass? There is a lot of water in the glass. (Model 'how much' and 'a lot of'
by accenting 'how much' and 'a lot of' in the question and response. This use of accenting
differing words with your intonation helps students learn that 'how much' is used in the
question form for an uncountable object and 'a lot of' in a positive statement.)
Teacher: How much wine is there in the glass? There is a little wine in the glass.
Teacher: How much cheese is there? There is some cheese.
(Repeat with several different uncountable objects.)
Teacher: Paolo, how much water is there in the glass?
Student(s): There is a lot of water in the glass.
Continue this exercise around the room with each of the students. If a student makes a
mistake, touch your ear to signal that the student should listen and then repeat his/her
answer accenting what the student should have said.
Part II: Asking Questions With How Many
Teacher: (Take an illustration or picture that contains many countable objects.) How
many apples are there in the picture? There are a lot of apples in the picture. (Model 'how
many' and 'a lot of' by accenting 'how many' and 'a lot of' in the question and response.
This use of accenting differing words with your intonation helps students learn that 'how
many' is used in the question form for countable objects and 'a lot of' in a positive
statement.)
Teacher: How many glasses are there in the picture? There are a few glasses in the
picture.
Teacher: How many oranges are there? There are some oranges.
(Repeat with several different countable objects.)
Teacher: Paolo, how many books are there in the picture?
Student(s): There are a few books in the picture.
Continue this exercise around the room with each of the students. If a student makes a
mistake, touch your ear to signal that the student should listen and then repeat his/her
answer accenting what the student should have said.
Part III: Expanding into a Mini-Conversation
Teacher: (Choose an image)
Teacher: Paolo, is there any water in this picture.
Student(s): Yes, there is some water in that picture.
Teacher: Paolo, how much water is in this picture.
Student(s): Yes, there is a lot of water in that picture.
Teacher: (Continue around the room - make sure to repeat students' incorrect sentences
accenting the mistake so that they may correct themselves.)

SOME ANY

The use of 'some' and 'any' is rather challenging for students. You will need to be
especially careful and model many times when introducing 'some' and 'any'. Repeating
students mistakes while accenting the mistaken word is especially helpful as the student
will be prompted to change his / her response. Practicing 'some' and 'any' also offers a
perfect oportunity to review the use of 'there is' and 'there are' to introduce countable and
uncountable nouns. You will need to bring in some illustrations of both countable and
uncountable objects. I find a picture of a living room with many objects helpful.
Part I: Introducing Some and Any with Countable Objects
Prepare the lesson by writing 'Some' and a number such as '4' at the top of the board.
Under these headings, add a list of the countable and uncountable objects that you have
introduced - or will be introducing - during the lesson. This will help students recognize
the concept of countable and uncountable.
Teacher: (Take an illustration or picture that contains many objects.) Are there any
oranges in this picture? Yes, there are some oranges in that picture. (Model 'any' and
'some' by accenting 'any' and 'some' in the question and response. This use of accenting
differing words with your intonation helps students learn that 'any' is used in the question
form and 'some' in a positive statement.)
Teacher: (Repeat with several different countable objects.) Are there [u]any[/u] glasses
in this picture? Yes, there are [u]some[/u] glasses in that picture.
Teacher: Are there [u]any[/u] glasses in this picture? No, there aren't [u]any[/u] glasses
in that picture. There are [u]some[/u] apples.
(Repeat with several different countable objects.)
Teacher: Paolo, are there any books in this picture?
Student(s): Yes, there are some books in that picture.
Continue this exercise around the room with each of the students. If a student makes a
mistake, touch your ear to signal that the student should listen and then repeat his/her
answer accenting what the student should have said.
Part II: Introducing Some and Any with Uncountable Objects
(At this point you might want to point out the list you have written on the board.)
Teacher: (Take an illustration or picture that contains an uncountable object such as
water.) Is there [u]any[/u] water in this picture? Yes, there is [u]some[/u] water in that
picture.
Teacher: (Take an illustration or picture that contains an uncountable object such as
water.) Is there [u]any[/u] cheese in this picture? Yes, there is [u]some[/u] cheese in that
picture.
Teacher: Paolo, is there any cheese in this picture?
Student(s): Yes, there is some cheese in that picture.
Continue this exercise around the room with each of the students. If a student makes a
mistake, touch your ear to signal that the student should listen and then repeat his/her
answer accenting what the student should have said.
Part III: Students ask questions
Teacher: (Hand out the various images to the students, you can also make a game out of
this by turning over the images and having students choose one from the pile.)
Teacher: Paolo, ask Susan a question.
Student(s): Is there any water in this picture?
Student(s): Yes, there is some water in that picture. OR No, there isn't any water in that
picture.
Student(s): Are there any oranges in this picture?
Student(s): Yes, there are some oranges in that picture. OR No, there aren't any oranges
in that picture.
Teacher: (Continue around the room - make sure to repeat students' incorrect sentences
accenting the mistake so that they may correct themselves.)

TELLING TIME
Telling the time is a basic skill that most students will eagerly acquire. You will need to
take some sort of clock into the room. The best clock is one that has been designed for
teaching purposes, however, you can also just draw a clock face on the board and add
various times as you go through the lesson.
Many students might be used to a 24 hour clock in their native culture. To begin telling
time, it's a good idea to just go through the hours and make students aware of the fact
that we use a twelve hour clock in English. Write the numbers 1 - 24 on the board and the
equivalent time in English, i.e. 1 - 12, 1 - 12. It is also best to leave out. 'a.m.' and 'p.m.'
at this point.
Teacher: (Take the clock and set it to a time on the hour, i.e. seven o'clock) What time is
it? It's seven o'clock. (Model 'what time' and 'o'clock' by accenting 'what time' and
'o'clock' in the question and response. This use of accenting differing words with your
intonation helps students learn that 'what time' is used in the question form and 'o'clock'
in the answer.)
Teacher: What time is it? It's eight o'clock.
(Go through a number of different hours. Make sure to demonstrate that we use a 12
hour clock by pointing to a number above 12 such as 18 and saying 'It's six o'clock'.)
Teacher: (Change the hour on the clock) Paolo, what time is it?
Student(s): It's three o'clock.
Teacher: (Change the hour on the clock) Paolo, ask Susan a question.
Student(s): What time is it?
Student(s): It's four o'clock.
Continue this exercise around the room with each of the students. If a student makes a
mistake, touch your ear to signal that the student should listen and then repeat his/her
answer accenting what the student should have said.
Part II: Learning a 'quarter to', 'quarter past' and 'half past'
Teacher: (Set the clock to a quarter to an hour, i.e. quarter to three) What time is it? It's
a quarter to three. (Model 'to' by accenting 'to' in the response. This use of accenting
differing words with your intonation helps students learn that 'to' is used to express time
before the hour.)
Teacher: (Repeat setting the clock to a number of differ net quarters to an hour, i.e.
quarter to four, five, etc.)
Teacher: (Set the clock to a quarter past an hour, i.e. a quarter past three) What time is
it? It's a quarter past three. (Model 'past' by accenting 'past' in the response. This use of
accenting differing words with your intonation helps students learn that 'past' is used to
express time past the hour.)
Teacher: (Repeat setting the clock to a number of differ net quarters past an hour, i.e.
quarter past four, five, etc.)
Teacher: (Set the clock to half past an hour, i.e. half past three) What time is it? It's half
past three. (Model 'past' by accenting 'past' in the response. This use of accenting
differing words with your intonation helps students learn that 'past' is used to express
time past the hour, specifically that we say 'half past' an hour rather than 'half to' an
hour as in some other languages.)
Teacher: (Repeat setting the clock to a number of differ net halves past an hour, i.e. half
past four, five, etc.)
Teacher: (Change the hour on the clock) Paolo, what time is it?
Student(s): It's half past three.
Teacher: (Change the hour on the clock) Paolo, ask Susan a question.
Student(s): What time is it?
Student(s): It's a quarter to five.
Continue this exercise around the room with each of the students. Watch out for students
using o'clock improperly. If a student makes a mistake, touch your ear to signal that the
student should listen and then repeat his/her answer accenting what the student should
have said.
Part III: Including the minutes
Teacher: (Set the clock to a 'minutes to' or 'minutes past' the hour) What time is it? It's
seventeen (minutes) past three.
Teacher: (Change the hour on the clock) Paolo, ask Susan a question.
Student(s): What time is it?
Student(s): It's ten (minutes) to five.
Continue this exercise around the room with each of the students. Watch out for students
using o'clock improperly. If a student makes a mistake, touch your ear to signal that the
student should listen and then repeat his/her answer accenting what the student should
have said.

PRESENT SIMPLE

Now that students can communicate basic ideas with the verb 'to be', it's time to make a
huge leap to include the present simple. At this point, learning becomes a lot more fun, as
students can begin learning various verbs and talking about a number of subjects.
However, introducing the present simple needs to be down slowly beginning with
students only responding to your questions in the present simple.
You will need to a fair bit of modeling during the introduction of the present simple. It's a
good idea to take in illustrations of various jobs once again, as most students will
intuitively know what people in the various professions 'do', and will be able to therefore
infer the meaning of new verbs introduced.
Teacher: (Mode the questions to yourself) Ken, what do you do? I teach English. - Ken,
what do they do? They study English. (Model new verbs by accenting the verb in the
response. This use of accenting differing words with your intonation helps students learn
the verbs which they will be able to infer because of past lessons.)
Teacher: Paolo, what do you do?
Student(s): I study English.
Teacher: Susan, what do I do?
Student(s): You teach English.
Continue this exercise around the room with each of the students. If a student makes a
mistake, touch your ear to signal that the student should listen and then repeat his/her
answer accenting what the student should have said.
Part II: Present Simple - He, She
Teacher:(At this point, take out a number of images - five or so - and model what the
different people do, repeat a number of times) What does he do? He drives a taxi. (accent
the 's' to make students aware of the conjugation)
Teacher: What does she do? She works in a hospital. etc.
Teacher: Paolo, what does he do? (pointing to an image)
Student(s): He works in a bank.
Teacher: Susan, what does she do?
Student(s): She flies an airplane.
Continue this exercise around the room with each of the students. If a student makes a
mistake, touch your ear to signal that the student should listen and then repeat his/her
answer accenting what the student should have said.

CONTINUE PRESENT SIMPLE / WHEN

It's time to introduce 'when'. Students can tell time and can now answer questions in the
present simple. It's a perfect time to introduce a number of new verbs concerning
everyday actions.
Write a list of times on the board followed by common actions typically performed at the
various times of the day. For example:
 7.00 - get up
 8.00 - eat breakfast
 9.00 - go to work
 10.00 - type letters
 12.00 - eat lunch
This also gives you an excellent opportunity to introduce some new vocabulary such as
the meals of the day, objects at work, etc.
Teacher: (Model the questions to yourself. It would also be a good idea to point to the
various times of the day to help students imagine what could happen at the time of day.
You will probably also have to do some acting to demonstrate the various verbs.) Ken,
When do you get up? I get up at seven o'clock. (Model 'when' and the verb by accenting
'when' and the verb in the question and response.)
Teacher: Ken, When do you eat breakfast? I eat breakfast at a quarter to eight.
Continue to model a number of verbs.
Teacher: Paolo, when do you get up?
Student(s): I get up at seven o'clock.
Teacher: Susan, when do you have lunch?
Student(s): I have lunch at half past twelve.
Continue this exercise around the room with each of the students. Try to include a
number of verbs that you have introduced helping to quickly expanding students'
vocabulary. If a student makes a mistake, touch your ear to signal that the student should
listen and then repeat his/her answer accenting what the student should have said.
Part II: Adding He, She
Teacher:(Now that students are comfortable with a number of verbs, expand to including
'he' and 'she' by first asking a student a question with 'you' and then asking another
student a question with 'he' or 'she'.) What time does he get up? He gets up at seven
o'clock. (accent the 's' to make students aware of the conjugation)
Teacher: Paolo, when do you have breakfast?
Student(s): I have breakfast at eight o'clock.
Teacher: Susan, when does he have breakfast?
Student(s): He has breakfast at eight o'clock.
Teacher: Susan, when do you come to school?
Student(s): I come to school at a quarter past nine.
Teacher: Olaf, when does she come to school?
Student(s): She comes to school at a quarter past nine.
etc.
Continue this exercise around the room with each of the students. Alternate between
asking a question with 'you' and then 'he' or 'she'. If a student makes a mistake, touch
your ear to signal that the student should listen and then repeat his/her answer accenting
what the student should have said.

CONTINUE PRESENT SIMPLE QUESTIONS

At this point, students are comfortable responding to your questions using various
subjects and they have learned a number of verbs. The next step is for students to begin
asking questions themselves. They have heard you ask a number of questions so this step
should not be too difficult. The most common mistake will probably be the leaving out of
the auxiliary verb 'do'. Part I: Present Simple - Asking Questions about Everyday
Tasks
Teacher: Ken, When do you get up? I get up at seven o'clock. (Model 'do' and the verb
by accenting 'do' in the question.)
Teacher: Ken, When does Paolo eat breakfast? He eats breakfast at a quarter to eight.
(Model the connecting between 'does' and the '-s' in third person singular by accenting
'does' in the question and '-s' in the response.)
Continue to model a number of verbs contrasting 'you' and 'he' or 'she'.
Teacher: Paolo, ask Susan a question
Student(s): When do you have lunch?
Student(s): I have lunch at half past twelve.
Teacher: Paolo, ask Susan a question about Olaf (you might need to indicate another
student)
Student(s): When does Olaf have lunch?
Student(s): He has lunch at half past twelve.
Continue this exercise around the room with each of the students. Pay special attention
to the use of the auxiliary and '-s' in third person singular. If a student makes a mistake,
touch your ear to signal that the student should listen and then repeat his/her answer
accenting what the student should have said.

CONTINUE PRESENT SIMPLE NEGATIVES

Students are now ready to finish their first encounter with the present simple by learning
the negative form of the tense. Once again, you will need to model a number of times so
that students can become familiar with the correct conjugations.
Teacher: Ken, do you get up at seven o'clock? No, I don't get up at seven o'clock. I get
up at eight o'clock. (Model the negative by accenting the negative elements 'no' and
'don't'.)
Teacher: Ken, do they study Russian? No, they don't study Russian. They study English.
(Model the negative by accenting the negative elements 'no' and 'don't'.)
Continue to model a number of verbs contrasting 'you' and 'they' or 'we'.
Teacher: Paolo, do you get up at ten o'clock?
Student(s): No, I don't get up at ten o'clock. I get up at seven o'clock.
Teacher: Paolo, do we study French?
Student(s): No, we don't study French. We study English.
Continue this exercise around the room with each of the students. Pay special attention
to the use of the auxiliary 'don't' in the negative. If a student makes a mistake, touch
your ear to signal that the student should listen and then repeat his/her answer accenting
what the student should have said.
Part II: Present Simple Negative - Adding 'he' and 'she'
Teacher: Ken, does she get up at seven o'clock? No, she doesn't get up at seven o'clock.
She gets up at eight o'clock. (Model the negative by accenting the negative elements 'no'
and 'doesn't'.)
Teacher: Paolo, when do you have breakfast?
Student(s): I have breakfast at eight o'clock.
Teacher: Susan, does he have breakfast at nine o'clock?
Student(s): No, he doesn't have breakfast at nine o'clock. He has breakfast at eight
o'clock.
Teacher: Susan, when do you come to school?
Student(s): I come to school at a quarter past nine.
Teacher: Olaf, does she come to school at half past eleven?
Student(s): No, she doesn't come to school at half past eleven. She comes to school at a
quarter past nine.
etc.
Continue this exercise around the room with each of the students. Pay special attention
to the use of the auxiliary 'doesn't' in the negative. If a student makes a mistake, touch
your ear to signal that the student should listen and then repeat his/her answer accenting
what the student should have said.

CONTINUE ADVERBS OF FREQUENCY

Students can now talk about their daily habits. Introducing adverbs of frequency can help
give them further expressive capabilities by allowing them to speak about how often they
perform daily tasks.
Write these adverbs of frequency on the board next to a list of the days of the week. For
example:
 Always - Monday / Tuesday / Wednesday / Thursday / Friday / Saturday / Sunday
 Usually - Monday / Tuesday / Wednesday / Thursday / Friday / Saturday
 Often - Monday / Tuesday / Thursday / Sunday
 Sometimes - Monday / Thursday
 Seldom - Saturday
 Never
This list will help students associate the adverbs of frequency with the concept of relative
repetition or frequency.
Teacher: I always have breakfast. I usually get up at 7 o'clock. I often watch television. I
sometimes exercise. I seldom go shopping. I never cook fish. (Model each adverb of
frequency by pointing to it on the board while slowly saying the phrases allowing
students to take in the regularity associated with the adverb of frequency being used.
Make sure to accent the various adverbs of frequency.)
Teacher: Ken, how often do you come to class? I always come to class. How often do
you watch TV? I sometimes watch TV. (Model 'how often' and the adverb of frequency
by accenting 'how often' in the question and the adverb of frequency in the response.)
Teacher: Paolo, how often do you come to class?
Student(s): I always come to class.
Teacher: Susan, how often do you watch TV?
Student(s): I sometimes watch TV.
Continue this exercise around the room with each of the students. Use very simple verbs
that the students have already become used to using when talking about their daily
routines so that they can focus on learning the adverbs of frequency. Pay special
attention to the placement of the adverb of frequency. If a student makes a mistake,
touch your ear to signal that the student should listen and then repeat his/her answer
accenting what the student should have said.
Part II: Expanding to third person singular
Teacher: Paolo, how often do you eat lunch?
Student(s): I usually eat lunch.
Teacher: Susan, does he usually eat lunch?
Student(s): Yes, he usually eats lunch. (pay special attention to the 's' ending on the
third person singular)
Teacher: Susan, do you usually get up at ten o'clock?
Student(s): No, I never get up at ten o'clock.
Teacher: Olaf, does she usually get up at ten o'clock?
Student(s): No, she never gets up at ten o'clock.
etc.
Continue this exercise around the room with each of the students. Use very simple verbs
that the students have already become used to using when talking about their daily
routines so that they can focus on learning the adverbs of frequency. Pay special
attention to the placement of the adverb of frequency and the correct usage of the third
person singular. If a student makes a mistake, touch your ear to signal that the student
should listen and then repeat his/her answer accenting what the student should have said.

CONTINUE DAILY HABITS AND ROUTINES

After students have completed this lesson they will be able to complete most basic
linguistic functions (giving personal information, identifying and basic description skills,
talking about basic daily tasks and how often those taks are done). While there is
obviously a lot more learning to be done, students can now feel confident that they have a
strong base on which to build in the future.
With this final lesson, you can help students begin speaking in longer phrases by having
them prepare a talk on their daily activities that they can then read / recite to their fellow
classmates and which can then be used as the basis for questions.
Give the students a sheet with various times of the day. For example:
 7.00
  7.30
 8.00
 10.00
 12.00
 3.30
 5.00
 6.30
 8.00
 11.00
Add a list of verbs they are familiar with on the board. You may want to write a few
examples on the board. For example:
 7.00 - get up
 7.30 - eat breakfast
 8.00 - go to work
Teacher: I usually get up at 7 o'clock. I always go to work at 8 o'clock. I sometimes have
a break at half past three. I usually come home at five o'clock. I often watch TV at eight
o'clock. etc. (Model your list of daily activities to the class two or more times.)
Teacher: Paolo, what do I often do at eight o'clock in the evening?
Student(s): You often watch TV.
Teacher: Susan, when do I go to work?
Student(s): You always go to work at 8 o'clock.
Continue this exercise around the room asking students about your daily routine. Pay
special attention to the placement of the adverb of frequency. If a student makes a
mistake, touch your ear to signal that the student should listen and then repeat his/her
answer accenting what the student should have said.
Part II: Students Talk about their Daily Routines
Ask students to fill out the sheet about their daily habits and routines. When students are
finished they should read their list of daily habits to the class.
Teacher: Paolo, please read.
Student(s): I usually get up at seven o'clock. I seldom have breakfast at half past seven. I
often go shopping at 8 o'clock. I usually have coffee at ten o'clock. etc.
Ask each student to read their routine in class, let students read all the way through their
list and take note of any mistakes they may make. At this point, students need to gain
confidence when speaking for an extended period of time and should therefore be
allowed to make mistakes. Once the student has finished, you can correct any mistakes he
or she may have made.
Part III: Asking Students about their Daily Routines
Ask students to once again read about their daily routine to the class. After each student
has finished, ask the other students questions about that student's daily habits.
Teacher: Paolo, please read.
Student(s): I usually get up at seven o'clock. I seldom have breakfast at half past seven. I
often go shopping at eight o'clock. I usually have coffee at ten o'clock. etc.
Teacher: Olaf, when does Paolo usually get up?
Student(s): He gets up at seven o'clock.
Teacher: Susan, how does Paolo go shopping at eight o'clock?
Student(s): He often goes shopping at eight o'clock.
Continue this exercise around the room with each of the students. Pay special attention
to the placement of the adverb of frequency and the correct usage of the third person
singular. If a student makes a mistake, touch your ear to signal that the student should
listen and then repeat his/her answer accenting what the student should have said.

CONTENT OVERVIEW

Order of Introduction - Teacher Lesson Plan

When teaching absolute beginners, it is very important to proceed methodically building
on what has been introduced. Here is a progressive list of points to be taught in order to
build up the 20 points listed above. Most of the points have specific lessons teaching the
various grammar and usage skills. In the case of definite and indefinite articles and basic
prepositions, the points are taught through assimilation throughout the various lessons, as
the explanations required would involve vocabulary skills beyond the means of most
absolute beginners.
These exercises will appear very simple to you, and you might even feel that they are
insulting. Remember that the students are taking very little steps to quickly establish a
base on which to build.
Here is a list of each of the 20 points to be covered, as well as a brief description and/or
list of what is included in each point:
 Give Name & Personal Information
Name, telephone number, address
 Greetings - Introductions
Basic small talk including 'How are you'
 Numbers 1 - 100
Pronunciation, counting skills, telephone numbers
 Alphabet
Spelling Skills
 This, that, here, there
Recognizing the connection between 'this, here' as opposed to 'that, there'
 Present of the verb 'to be'
Conjugation of the verb, question and negative forms for all subjects
 Basic descriptive adjectives
Ability to describe objects simply
 Basic prepositions use
in, at, to, on, etc.
 There is, There are
Difference between singular and plural, question and negative form
 Some, any, much, many
When to use some and any in the positive, negative and question forms. Questions using
much and many
 Question Words
The use of 'wh-' question words as well as 'how much' and 'how many'
 Adverbs of Frequency
The use of adverbs of frequency such as: always, often, sometimes, never
 Subject Pronouns
I, You, He, She, It, We, You, They
 Possessive Adjectives
My, Your, His, Her, (Its), Our, Your, Their
 a, an, the
Basic rules for usage definite and indefinite articles
 Jobs
Names of the most common jobs
 Telling the Time
How to tell the time
 Time expressions
Using 'in the morning', 'in the afternoon', 'in the evening', 'at night', and 'at' with time
 Everyday Objects
Well rounded basic vocabulary
 Present Simple
The use of the present simple for describing everyday routines, positive, negative and
question forms