Teaching Programme – English, 12 Weeks

Mova Group

Week 1 – Vocabulary: The Basics, Verb ‘To Be’

 Emphasise teaching core, basic vocabulary
 Greetings, introductions, basic phrases
 Verb ‘to be’ in present simple
 Personal pronouns
 Vocabulary: places, jobs, age, basic information
 E.g. ‘Hello, my name is Jane, I am a doctor from the UK’
 Exercise: everyone introduces themselves, working in pairs
 Homework: write a short dialogue about a person introducing two other people to each other

Week 2 – Conversation: Desires and Preferences, Present Simple

 Emphasise conversation, get learners involved
 Present simple: revise verb ‘to be’
 Introduce basic sentences, like ‘I drink tea’
 Expressing desires, wants, preferences
 E.g. I like/love/want + infinitive/noun
 Vocabulary: common interests and actions
 E.g. ‘I watch TV; I like to read; I want to travel’
 Exercise: everyone states their likes, then dislikes, then what they want to do in the near
future
 Homework: write a short dialogue in which two people discuss their desires, wants, and
preferences

Week 3 – Situation: At The Doctor’s, Present Continuous

 Emphasise new vocabulary pertaining to the situation
 Introduce present continuous and give simple examples
 Emphasise the difference between present simple and present continuous (esp. verb+’ing’)
 E.g. ‘I am coughing; The doctor is listening; The nurse is helping’
 Vocabulary: common health issues, talking to medical professionals, getting drugs at the
chemist’s
 Exercise: everyone works in pairs, one person’s the doctor, the other the patient; practising
simple conversation
 Homework: write a short dialogue between doctor and patient

Week 4 – Grammar: Present Perfect and Present Perfect Continuous

 Emphasise already learned vocabulary, focus only on grammar
 Introduce present perfect and give simple examples
 E.g. ‘I have seen that movie; she has not been to London; they have finished talking’
 Introduce present perfect continuous and give simple examples
 E.g. ‘I have been reading this book for three days now; she has been travelling; they have
been talking for two hours already’
 Emphasise the difference between the two new tenses, reiterate the roles of all present tenses
learned so far
 Exercise: ask learners to turn present simple sentences into one of the two new tenses (or
both)
 Homework: learners should study irregular verbs and write down 5 declensions for present
perfect and 5 for present perfect continuous (the volunteer will provide the list and choose
10 verbs for the homework)
Week 5 – Vocabulary: Adjectives and Possessive Pronouns
 Introduce basic adjectives for describing people, then for situations
 E.g. ‘She is very tall; the building is grey; this conversation is interesting’
 Introduce possessive pronouns and give simple examples that combine them with adjectives
 E.g. ‘That is her yellow shirt; This is my favourite book; their new car is expensive’
 Vocabulary: common adjectives and common objects that people own
 E.g. big, small, smart, handsome, beautiful, interesting… etc.; car, house, clothes,
electronics, furniture… etc.
 Exercise: everyone should describe a person (either real or imaginary) and an item they
own, using new vocabulary
 Homework: write a short dialogue about two people talking about a third person, what
they’re like, what they own, etc.

Week 6 – Conversation: Past Simple, Memories and Feelings

 Past simple: give basic examples
 E.g. ‘I lived in Berlin for two years; She did that; we went to the cinema’
 Revise irregular verbs, use them in examples
 E.g. ‘I was at work; he drove to the city; they sang about love’
 Expressing memories and feelings
 E.g. ‘We met last year; I was sad but now I’m happy; I felt good after I read that book’
 Vocabulary: common feelings (happy, sad, calm, angry, love, hate, etc.) and memories
(family, romance, university, school, childhood, etc.)
 Exercise: everyone gets a turn to talk about their favourite memory and how it made them
feel (either real or imaginary)
 Homework: write a short dialogue in which two people discuss a memory that they shared

Week 7 – Situation: At The Mall, Past Continuous

 Introduce new vocabulary related to shopping, especially common items like groceries and
clothes
 Introduce past continuous and give simple examples
 E.g. ‘I was shopping yesterday; the salesperson was helping me pick a new phone; we were
looking for a new flat’
 Exercise: learners work in pairs, one’s the buyer and the other’s the seller, go through
several different scenarios and help with vocabulary (e.g. groceries, clothing, new phone,
car, etc.)
 Homework: write a long shopping list for what one typically buys in day-to-day life, using
new vocabulary

Week 8 – Grammar: Past Perfect and Past Perfect Continuous

 Emphasise already learned vocabulary, focus only on grammar
 Introduce past perfect and give simple examples
 E.g. ‘I had finished my work; she had eaten dinner; they had arrived’
 Introduce past perfect continuous and give simple examples
 E.g. ‘she had been working; they had been playing chess; we had not been expecting that’
 Emphasise the difference between the two new tenses, reiterate the roles of all past tenses
learned so far
 Exercise: ask learners to turn past simple sentences into one of the two new tenses (or both)
Homework: learners should study irregular verbs and write down 5 declensions for past
perfect and 5 for past perfect continuous (the volunteer will provide the list and choose 10
verbs for the homework)
Week 9 – Vocabulary: Adverbs, Phrasal Verbs, and Idioms
 Introduce and explain adverbs and their variations
 E.g. ‘he sings badly; she is very tall; the film finished too quickly; fortunately, they all saw
her win’
 Introduce phrasal verbs and explain that they sometimes work as idioms
 E.g. ‘ask around, back somebody up; blow up; break down, come forward, get over it, stick
to it, work it out’
 Vocabulary: common adverbs and phrasal verbs, as well as idioms that are frequently used
by native speakers
 Exercise: the volunteer reads out or writes down a couple sentences and the learners have to
identify which word is the adverb
 Homework: pick an idiom in English and explain why you picked it

Week 10 – Conversation: Future Simple, Plans For The Future

 Future simple: give basic examples
 E.g. ‘I will travel to France; she will open the door; they will arrive on time’
 Expressing plans for the future
 E.g. ‘We will move to Canada; you will buy a new car; they will not come to the party’
 Vocabulary: pertaining to dreams, ambitions, goals, also moving, changing jobs, enrolling
into school or university, applying for a new job, travel plans, etc.
 Exercise: everyone gets a turn to talk about their main goal for the future, what they would
like to achieve, etc.
 Homework: write a short dialogue between three people discussing their long-term plans

Week 11 – Situation: Job Application and Work; Future Continuous

 Introduce new vocabulary related to job applications and work culture, such as previous
experience, professions, ambitions
 Introduce future continuous and give simple examples
 E.g. ‘I will be working tomorrow; she will not be attending the meeting; they will be
presenting at the conference’
 Exercise: learners work in pairs, one’s the employer, the other’s the (prospective) employee;
then they switch roles; make sure to cover both situations in which someone is looking for a
job, and those in which they’re already employed
 Homework: write a cover letter and explain why you would be the best candidate for a job
of your choice OR describe your job, the place of work, and what working there is like (real
or imaginary)

Week 12 – Grammar: Future Perfect and Future Perfect Continuous

 Emphasise already learned vocabulary, focus only on grammar
 Introduce future perfect and give simple examples
 E.g. ‘I will have finished by 10.30 p.m.; she will not have gone to school; we will have left’
 Introduce future perfect continuous and give simple examples
 E.g. ‘He will have been travelling for three days; we will not have been using the car; I will
have been working for six hours’
 Emphasise the difference between the two new tenses, reiterate the roles of all future tenses
learned so far
 Exercise: ask learners to turn future simple sentences into one of the two new tenses (or
both)
Homework: the volunteer picks 10 verbs, and the learners must come up with five sentences
for future perfect and five for future perfect continuous, using the assigned verbs
Ideas
 Final Exam: a 500-word essay on a topic of choice OR a Google Form test with mixed
exercises from all 12 weeks
 Final Grade: based on the final exam plus homework grades, as well as attendance and
participation
 Certificate: they get a certificate that they completed a structured 12-week programme,
learning with native or fluent speakers