BOOK 2 CANBERRA_VAUGHAN GROUPS GUIDE 2023-24

VAUGHAN GROUPS TEACHER
GUIDE
CANBERRA
VAUGHAN SYSTEMS – canberra TEACHER

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

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

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

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

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

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Example of lesson plan skeleton…

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ANY QUESTIONS?
Need help with understanding Teacher Guides?

master@grupovaughan.com
Have you taught a couple of classes and feel you can’t make them
dynamic enough, have problems controlling the class, or need more help
with the method?
teachertraining@grupovaughan.com
Thank you!

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

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

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

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

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

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


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

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

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

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

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

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

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

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

INSERT A DRILL HERE

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END OF FIRST HOUR
INSERT A DRILL HERE

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

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

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

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

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


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

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

END OF FIRST HOUR
INSERT A DRILL HERE

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

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

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

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


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CANBERRA STUDENT BOOK INDEX
Unit 1: Object pronoun. Prepositions: “in front of”, “behind”, “next to”.
Unit 2: Present continuous I
Unit 3: Present continuous II
Unit 4: Present continuous III
Unit 5: Basic Expressions
Unit 6: “Going to…” y “Going from…to”
Unit 7: “To speak” in present simple
Unit 8: Possesive adjective “my”
Unit 9: “Asking”
Unit 10: Possesive adjective “your”
Unit 11: “The weather”
Unit 12: “To talk” in present simple
Unit 13: Basic Expressions
Unit 14: “To listen to”
Unit 15: Review
Unit 16: Possesive adjective “its”
Unit 17: Saxon Genitive I
Unit 18: Saxon Genitive II
Unit 19: Saxon gentive in the negative and as a pronoun
Unit 20: Possesive adjective “his”.
Unit 21: Basic expressions
Unit 22: “The days of the week”
Unit 23: Review
Unit 24: Possesive adjectives: “our”, “your” y “their”.
Unit 25: “There is”
Unit 26: “There are some”
Unit 27: “There aren’t any…”, “Are there any…?”
Unit 28: Uncountable things
Unit 29: “There’s some”
Unit 30: “To go” in present simple
Unit 31: “A couple (of)”, “a bit (of)” y “there + to be”
Unit 32: “Far from”
Unit 33: Review
Unit 34: “To sit” in present simple
Unit 35: “Some”
Unit 36: “How many…?”
Unit 37: Possesive pronouns I
Unit 38: Possesive pronouns II
Unit 39: “How much money…?”
Unit 40: Review
Unit 41: “The months of the year”
Unit 42: Dates and prepositiosn “in” y “on”
Unit 43: Imperative
Unit 44: Review

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Week 1

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GRAMMAR POINTS (WEEK 1)
UNIT 1
OBJECT PRONOUNS
We’re kicking off the course by explaining the difference between object and personal pronouns. As
explained in the students’ books, the object pronoun does not substitute the subject like the personal
pronoun does. The object pronoun is normally the person or thing that the action is happening to. For
example:
“I gave her a kiss on the cheek.”
“I” = personal pronoun

“her” = object pronoun
Let’s also review “in front of”, “behind” and “next to”.
 DRILL (20 Q’s): Ask questions and elicit answers to practice object pronouns and prepositions.
THEN, get your students to ask you the questions.
1st part:
Teacher: Are you in front of me?

Student: Yes, I am.
- Are you behind the table?

- Are you on the chair?
- Is he/she under the table?
- Is he/she next to you?
- Am I in front of you?
- Am I opposite him?
- Are you in a box?
- Are they behind me?
- Is he behind them?
- Is he/she next to the door?
2nd part:
Teacher: In front of you.
Student: Are you in front of me?
Teacher: No, I’m not.
Behind you.
Student: Are you behind me?
Teacher: No, I’m not.
Next to. Etc….
- Under the chair

- Next to the table
- Opposite the window
- In front of them
- Behind you
- On the table
- Behind them
- Under the book
- In a glass bottle

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- Behind the chair
- Under the chair?
COMMON MISTAKE
In this point the difference between saying “in front of” and “opposite” is explained. Think of a queue,
for example, the people who are before you are “in front of” you; it would be incorrect to say they’re
opposite you unless they’re facing you.
 DRILL (20 Q’s): Give the students two places or objects and make them form the sentences.
Teacher: This building / Nostrum.

Student: This building is opposite Nostrum.
Teacher: That book / you.
Student: This book is in front of me.
The bottle / him

The table / me
The window / her
The pen / pencil
The phone / book
The whiteboard / me
The window pane / her
Germany / Poland
Portugal / Spain
The marker / me
The chair / them
He / you
You / her
The table legs / table
The shirt / him
Glasses / her
The bag / me
The book / them
The wall / him
The window / me
UNIT 2
PRESENT CONTINOUS (third person singular)
In this unit we can start practicing the present continuous in third person singular in affirmative and
negative.
 DRILL (20 Q’s): Use the following images to elicit answers from your students, then move on to
asking them questions about each other.
Use the verbs: sitting, standing, looking, talking, pointing, listening and raining.
First part:
Teacher: (points at a picture) Is he sitting?

Student: Yes, he’s sitting
Is she sitting?

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Is she smiling?
Is he standing?
Is she staring?
Is she smiling?
Is he talking?
Is she listening?
Is he pointing?
Is he winking?
Is he getting wet?
Is he holding an umbrella?
Second part:
Teacher: (points to student and asks another student) Is he sitting?

Student: Yes, he’s sitting.
Is he/she smiling?
Is he/she frowning?
Is he/she standing?
Is he/she laughing?
Is he/she blinking?
Is he/she winking?
Is he/she studying English?
Is he/she listening?
Is he/she staring?
Is he/she writing?

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PRONUNCIATION
Normally, as you can see in the lesson plan skeleton, there is time reserved in the class for
pronunciation. However, since there are 3 pronunciation points covered this week, please include this in
your lesson plan either as a main grammar point or as a high-paced drill aside from the pronunciation
points to be covered which you’ll see in the guide.
 DRILL (20 Q’s): This pronunciation point is the sneaky, silent “l” that you find in works such as
“talk”. Spaniards tend to pronounce this “l”.
Change to the negative (only use present simple or present continuous)

Teacher: I’m talking to you.
Student: I’m not talking to you.
Teacher: You’re walking to the door.
Student: I’m not walking to the door.
- You are giving him the chalk
- He’s very calm
- You’re walking to the door.
- He’s talking about you.
- We’re using chalk.
- He’s walking home
- She’s relaxing at home.
- He’s keeping everyone calm
- She’s talking to you now
- I’m eating some salmon
- He’s drinking a coca-cola.
- She’s eating salmon sandwiches every day
- They are talking in class
- We’re walking to the party
- Mary’s selling chalk in her shop
- My best friend is very calm
- We’re bringing salmon to the party
- -They’re eating half a salmon sandwich
UNIT 3
PRESENT CONTINOUS (First person, second person, third person plural, etc…)
 DRILL (20 Q’s): Now mix up all of the different “grammatical persons” and ask your students
questions:
Teacher: Are you looking at me?

Student: Yes, I’m looking at you.
Teacher: Is she talking to me?
Student: Yes, she’s talking to me.
- Is she eating a sandwich?
- Are we walking to the party?
- Are they looking at the painting?
- Is she talking in class?
- Are you walking to the door?
- Is his best friend eating?
- Are his best friends bringing salmon to the party?
- Is he reading a book?
- Are they reading the newspaper?

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- Are they smiling?
- Are you laughing?
- Am I smiling or frowning?
- Is he pointing?
- Are we getting wet?
- Are they smiling?
- Are you staring at me?
- Is he writing a story?
- Are they bringing food tomorrow?
- Are you talking on the phone?
- Are they walking to the party?
UNIT 4
PRESENT CONTINOUS (interrogative)
In UNIT 4 students are told that the correct way to say the following verbs is as follows (they tend to mix
up the prepositions or don’t say them at all)…
 To look at
 To talk on the phone
 To talk to
 To talk about
 To point to / to point at
Now focus on getting your students to ask you questions with these verbs in the present continuous.
 DRILL (20 Q’s): Elicit questions in the present continuous.
Teacher: Ask me if I’m looking at you.

Student: Are you looking at me?
Teacher: Yes, I am. Ask me if she’s listening to me.
Student: Is she listening to you?
Teacher: Yes, she is.
- Ask me if:
- He’s looking at me
- They’re talking on the phone
- I’m talking about the weather
- He’s pointing to the sky
- We’re talking to each other
- She’s looking at the painting
- He’s talking on the phone to his mother
- I’m talking to my boss
- I’m talking to my boss about the weather
- My boss is pointing at the door
- He’s pointing to the ceiling
- She’s looking at me
- I’m looking at her
- She’s looking at me in return
- They’re listening to us
- We’re talking to them about the future
- It’s raining very hard

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- We’re talking to them
- They’re talking about yesterday
- She’s looking at him for help
COMMON MISTAKE
CORRECT: It’s a tomato.
INCORRECT: Issa a tomato.
This issue is purely because of pronunciation. Spanish speakers have a hard time combining consonants
so they don’t even pronounce the “t” most of the time.
 DRILL (20 Q’s): Point at different objects and say “what is it”, get your students to answer with
“it’s a ….”
VOCABULARY (WEEK 1)
 Speaking
 Talking to
 Talking about
 Talking on the phone
BASICS (WEEK 1)
NUMBERS:
Introduce numbers 1-10 (unit 3)
DICTATION (numbers):
5, 9, 8, 3, 2, 10, 1, 4, 7, 6 stop and check

3, 9, 5, 1, 10, 6, 8, 7, 4, 2 stop and check
8, 2, 4, 9, 7, 5, 3, 9, 10, 1 stop and check
NUMBERS:
Get your students to quickly say evens and odds forward and backwards.
2, 4, 6, 8, 10
10, 8, 6, 4, 2
1, 3, 5, 7, 9
9, 7, 5, 3, 1
PRONUNCIATION EXERCISE (WEEK 1)

Point 1 (unit 1) Practice the pronunciation of “for”. In the book it explains that the pronunciation is
slightly different when “for” goes at the end of a sentence from when it goes in the middle of sentence
(although this isn’t entirely true for all accents).
/fóo/ (at the end of the sentence) = I know who it’s for.
/fa/ (in the middle of a sentence) = It’s for me.

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Drill: Practice the pronunciation when “for” is in the middle eliciting affirmative answers.
Teacher: Is it for you?

Student: Yes, it’s for me.
1. Is it for them?
2. Are they for her?
3. Is this letter for you?
4. Are those chairs for the meeting?
5. Is it for our holiday?
6. Is it for us?
7. Are those for him?
8. Is this cake for Alex?
9. Is that for them?
10. Is that book for class?
11. Is this for the students?
12. Can you buy them for me?
13. Is it for the class?
14. Can you play it for her?
15. Are those documents for me?
Point 2 (unit 4) Now practice the “v” sound – simply get your students to repeat words that start with
“v” after you (they often pronounce the “v” as a “b” because in Spanish, in most places, the “v” is
pronounced as a “b”). For example, “vacation” (refer to the unit for more words).
HOMEWORK (WEEK 1)
Require your students to do the following homework:
1. Study UNITS 1-4.

2. Email dictation exercise with basic numbers (record with mobile phone and send to student)
Using This is/This isn’t – This is a book, it isn’t a pen – Do this for each of the positives. X 6
3. Same thing with This isn’t a pen, it’s a pencil. X 6
4. Listen to Vaughan Radio (100.4) 30 minutes a day minimum (suggest that they could do this in
transit). There is a Vaughan Radio app they can download on their phones for free.
5. Practice the pronunciation exercise from today every day, repeating aloud at least 25 times.

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Week 2

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UNIT 5
EXPRESSIONS
Thanks; Appreciate it; You’re welcome.
 DRILL (20 Q’s): Tell your students the following to elicit one of the expressions.
Teacher: I have a present for you.

Student: Appreciate it, thanks!
Teacher: Thanks for listening.
Student: You’re welcome.
1. I have a card for you

2. Thanks for paying the bill
3. I can fix that for you
4. Thanks for making me breakfast
5. I can write the report this afternoon
6. Thanks for taking care of that
7. I can take you to the airport
8. Thanks for driving me home
9. I can have it ready by tomorrow
10. Thanks for fixing the problem
11. I will transfer the money immediately
12. Thanks for buying the coffee
13. I can let you go first
14. I have a dress for you
15. Thanks for taking care of the cake
16. I can make those for you
17. Thanks for printing the documents
18. I can go to the bank for you
19. Thanks for booking the hotel
20. I can read it for you
COMMON MISTAKE
CORRECT: Looking at
INCORRECT: Looking to
DRILL (15 Q’s): Practice “looking at”.
Teacher: Are you looking at me?
Student: Yes, I’m looking at you.
What are you looking at?
Are you looking at the floor?
Who is Diego looking at?
Who is Javier looking at?
What is Emma looking at?
Who is Peter looking at?
Are you looking at them?
Are they looking at us?
Who is Andy looking at?
Is he looking at the computer?
UNIT 6

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GOING TO; GOING FROM…TO
DRILL: Use picture 15 from the picture book.
Point at the plane or ship (you needn’t introduce “ship”; they’ll understand it) and ask: Where’s this
plane (or ship) going?
Elicit from the student: It’s going from …… to ……
Go through all the planes and ships, drilling the form “going to” and “going from… to…”
First, we are going to practise ‘going to + place’:

Ask for all of the routes, “Where is the plane/shop going?”
Then practise ‘going from...to...’
Ask “where is the plane/ship going from and to?”
Introduce ‘coming back from + place’:
“When the plane returns, where is it coming back from?”
Then pick random cities

Flight. London. Paris
Flight. Rio. Lisbon.
Car. Paris. Lyon.
Ship. Miami. Havana.
Car. Munich. Berlin.
Flight. New York. Boston.
Flight. Buenos Aires. Madrid.
Car. Manchester. Birmingham.
Bus. Valencia. Madrid.
Train. Copenhagen. Malmo.
Bus. Vienna. Prague.
Flight. Santiago. Barcelona.
Bus. Quito. Guayaquíl.
Car. Amsterdam. Rotterdam.
Flight. Los Angeles. Edinburgh.
UNIT 7
TO SPEAK (present simple)
Your students will have read in this unit that the present simple is used when talking about
things that usually happen whereas the present continuous is used when talking about things
that happen in the moment.
 DRILL (15 Q’s): Practice the present simple of “to speak”.

Teacher: Do you speak Spanish?
Student: Yes, I speak Spanish.
Teacher: Does your brother speak English?
Student: Yes, my brother speaks English.
1. Do you speak French?

2. Does your sister speak French?
3. Does she speak fluent German?
4. Do they speak Spanish at home?
5. Does he speak Italian?
6. Do you speak Portuguese perfectly?

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7. Do they speak Spanish or English in Gibraltar?
8. Do you speak to your mother every day?
9. Do you know how to speak Russian?
10. Does she speak to him over the phone?
11. Can you speak English perfectly?
12. Do they speak French at school?
13. Can she speak Italian?
14. Does he speak Catalan at home?
15. Do you speak with her regularly?
UNIT 8
MY
 DRILL (15-20 Q’s): In this unit we’ll practice the possessive adjective “my”, students
don’t study “your” until unit 10 of this book so to make them say “my” simply ask
them questions.
Teacher: Is that your book?

Student: Yes, this is my book.
Teacher: Is that your piece of paper?
Student: Yes, this is my piece of paper.
1. Is this your pen?
2. Is that your book?
3. Is this your office?
4. Is that your bag?
5. Is this your book?
6. Is that your glass?
7. Is this your watch?
8. Is this your tie?
9. Is that your desk?
10. Are these your shoes?
11. Are those your hands?
12. Are those your glasses?
13. Is that your phone?
14. Is this your iPod?
15. Is this your foot?
16. Is that your elbow?
17. Is Amparo your secretary?
18. Is that your coat?
19. Are those your documents?
20. Are these your files?
VOCABULARY (WEEK 2)
 Knife and fork

 Black and white
 Mother and father
 Aunt and uncle
 Sister
 Brother

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 Daughter
 Son
BASICS (WEEK 2)
DICTATION
808, 195, 90, 18, 287 stop and check

70, 17, 16, 60, 50, 15, 14, 40, 13, 30, 19, 90, 80, 18 stop and check
311, 111, 791, 122, 250, 189, 343, 195, 104, 677 stop and check
NUMBERS
Practice ordinal numbers 1st-20th (11th-20th should be new to them). Get them to say them
aloud and time them to make it a competition if you want to make it more dynamic.
TELLING THE TIME
If they have done the book before this one in another trimestral, Wellington, than they will
have learned how to tell the time and ask for the time. But just in case, be ready to teach it
from the beginning. Use pg. 23 in your picture book.
DICTATION
234, 186, 17, 939, 167, 330, 866, 767, 98, 143 stop and check
411, 992, 564, 612, 175, 703, 167, 609, 150, 507 stop and check
148, 406, 136, 301, 184,
This week we’ll only focus on the pronunciation of “i” in words such as “ill” or “rich”. Your
students will learn from their books that it has nothing to do with the Spanish “i”. Our “i” is
much shorter, we say it without smiling and it comes from the throat, almost as if it were a light
cough.
 DRILL (15 Q’s): Get your students to ask you question with words with this “I” sound.
Teacher: Ask me if I’m ill today.

Student: Are you ill today?
T: Ask me I´m rich
T: Ask me if I have ink on my shirt
T: Ask me if Ingrid is my friend
T: Ask me if I drink wine
T: Ask me if your socks are pink
T: Ask me if lead sinks
T: Ask me if I think about my parents
T: Ask me if Linda lives in Madrid
T: Ask if I take pills for a headache
T: Ask me if I import oil

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T: Ask me if India is a rich country
T: Ask me if Ingrid drinks apple juice
T: Ask me if I take pills when I´m ill
T: Ask me if I import Indian ink
T: Ask me if Ingrid is from India
HOMEWORK (WEEK 2)
1. Study UNITS 5-8.

4. Write down 20 countries and their nationalities from all over the world.

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Week 3

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UNIT 9
ASKING
 DRILL (15-20 Q’s) : This whole unit is about the verb “to ask” because it’s all too
common to hear students say “she makes me questions” or “I made a question”, since
in Spanish that is the literal translation. Therefore, drill this verb in the gerund to really
get it into their heads that it’s “to ask questions about”.
Teacher: Are you asking me a question?

Student: No, I’m not asking you a question.
Teacher: Is he asking a question about English grammar?
Student: Yes, he’s asking a question about English grammar.
Then continue with nationalities….
Teacher: Are you asking me a question in German?

Student: No, I’m not asking you a question in German.
Then, if necessary, here is a drill specifically for ask about:
1. Is she asking me a question about the program?

2. Are you asking him about his schedule?
3. Are they asking you about the party?
4. Am I asking you anything about that?
5. Are we asking you questions about grammar?
6. Is she asking me about the meaning of the phrasal verb?
7. Are you asking me questions about elephants?
8. Are they asking questions about the time table?
9. Is he asking questions about rugby?
10. Are they asking you questions about the room?
11. Are we asking you questions in English or in Spanish?
12. Is he asking relevant questions?
13. Are you asking Sara questions about the party?
14. Are the students asking questions about graduation?
15. Is she asking questions about the vocabulary?
16. Am I asking questions about the interrogative?
17. Are you asking me questions about dinner?
18. Is he asking you for more money?
19. Are we asking you too many questions?
20. Is he asking questions about the interview?
UNIT 10
YOUR
 DRILL (15-20 Q’s) : Now that you’ve practiced “my”, get your students to ask you
questions with “your”.
Teacher: Ask me if this is my pen.

Student: Is that your pen?

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Teacher: Yes, this is my pen. Ask “student a” if that is her notebook.
Student: Is that your notebook.
Student a: Yes, this is my notebook.
1. Ask me if this is my watch

2. Ask x if that is her notebook
3. Ask me if that is my coat
4. Ask x if those are his papers
5. Ask me if this is my bag
6. Ask x if that is his pencil
7. Ask me if this is my ipad
8. Ask x if these are his chairs
9. Ask me if that is my map
10. Ask me if these are my shoes
11. Ask x if those are his glasses
12. Ask me if this is my bottle of water
13. Ask x if that is his mobile phone
14. Ask me if this is my tie
15. Ask x if that is his idea
16. Ask me if this is my lesson plan
17. Ask x if that is his chair
18. Ask x if that is her dress
19. Ask me if this is my pencil case
20. Ask x if those are her earrings
UNIT 11
THE WEATHER
 DRILL (15-20 Q’s): Practice the following expressions: It’s sunny; it’s cloudy; it’s windy; it’s
nice; it’s cold; it’s hot; it’s raining; it’s snowing.
Point to the pictures on the next page and ask…
Teacher: Is it sunny?
Student: No, it isn’t sunny.
Teacher: Is it cloudy?
Student: Yes, it’s cloudy.

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COMMON MISTAKE
In Spanish, to say that “you’re hot” you would literally say “I have heat” (‘tengo calor’); this is why you
always get students saying “I have hot” or “I have cold”. Work on this common mistake by drilling your
students.
 DRILL (15-20 Q’s): “to be hot”, “to be cold”
Teacher: Are you hot today?

Student A: Yes, I’m hot today.
Teacher: Ask ‘student B’ if he’s cold today.
Student A: Are you cold today?
Student B: Yes, I’m cold today.
1. Ask x if she is hot in this classroom

2. Are you cold in here?
3. Ask me if she is hot
4. Are you cold today?
5. Ask me if I’m hot in this blazer
6. Ask x if he is hot this morning
7. Are you cold this afternoon?
8. Ask me if they are cold
9. Ask me if we are hot in Madrid in summer
10. Are you cold in April?
11. Ask me if it’s cold in London
12. Is it hot in Madrid?
13. Are you cold all the time?
14. Ask me if I´m hot when I run
15. Are you cold in this room?
UNIT 12
TO TALK + EVERY DAY
 DRILL (15-20 Q’s): Time to practice the verb “to talk to” and while you’re at it practice
“every day” with your students. In Spanish, they don’t say “every day”, literally translated
they would say “all the days” ‘todos los días’. Also, they tend to say “to talk with” which
isn’t grammatically incorrect, but it definitely sounds weird to us. Nip this habit in the bud!
Teacher: Do you talk to your boyfriend every day?

Student A: Yes, I talk to my boyfriend every day.
1. Do you talk to your parents every day?
2. Does she talk to you every day?
3. Do you talk to me every day?
4. Is he talking to them every day?
5. Do you talk to the President every day?
6. Does Rajoy talk to his assistant every day?
7. Do you talk to your teacher every day?
8. Do I talk to Richard Vaughan every day?
9. Do you talk to him about the project every day?
10. Are we talking about the meeting every day?
11. Is it possible to talk to you every day?
12. Can I talk to my parents every day?
13. Do you talk to him on the phone every day?
14. Do you talk to your daughter every day?
15. Do you talk to your cat every day?
16. Do I talk to your boss every day?

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17. Is it easy to talk to him every day?
18. Does your company talk to the employees every day?
19. Do you talk to your secretary every day?
20. Can you talk to your son every day?
VOCABULARY (WEEK 3)
 Sun
 Cloud
 Wind
 Rain
 Snow
BASICS (WEEK 3)
DICTATION:
Review ordinals.
BASICS:
Review days of the week.
DICTATION:
Review cardinals. 1-20 & 100’s
This week we’ll focus on another tough one… “sts”… in words such as “costs”. If they have a
really hard time making this noise, act like you’re playing the drums and hit the “symbol” on the
“drum set” and make the noise “tsss”, ask them to repeat the noise. Once they get the noise
right, tell them that they must act like they’re hitting the “symbol” with their “drumstick” every
time they have to pronounce “sts”, that way they remember how to make the sound.
DRILL (15-20 Q’s):
1. How much does a book cost?

2. Ask me if a car costs more than a bike
3. How much does an apple cost?
4. Are dentists doctors?
5. Ask me if dentists study a lot
6. How many fists do you have?
7. Do ghosts really exist?
8. Are you afraid of ghosts?
9. How long does this class last?
10. Does a football match last 5 hours?
11. How long does a film last?
12. Do birds make nests?
13. Are there nests in your house?
14. Are there dentists in El Corte Ingles?
15. Ask me if I have guests at home

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HOMEWORK (WEEK 3)
1. Study UNITS 9-12.

4. Write 5 questions to ask your classmates with talk to/ every day/ the weather. Teacher to
review this homework as a drill.

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Week 4

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UNIT 13
EXPRESSIONS
-I’m leaving!
-I’m off
-I’m out of here!
 DRILL (20 Q’s) : Give your students different scenarios in which they would leave to get
them to practice these expressions.
First part:
Teacher: It’s time to go home!

Student: I’m off.
Teacher: You’re really tired.
Student: I’m out of here!
1. You are done with work

2. You are bored at the party
3. You don’t want to wait any longer
4. It’s time to head out
5. You’re exhausted
6. It’s time to get on the road
7. It’s really late
8. You’re late for a meeting
9. It’s Friday
10. You’re ready to leave
Second part:
Teacher: What time are you off?

Student: I’m off at six o’clock.
Teacher: What time are you leaving today?
Student: I’m leaving at 3:15 today.
1. What time are you off from work?

2. What time are you leaving the office?
3. What time is she getting out of here?
4. What time are you leaving on Thursday?
5. What time is she usually off?
6. Are you off this weekend?
7. Are they leaving on time tomorrow?
8. What time are you usually out of the office?
9. What time are we out of here?
10. Is she leaving?
UNIT 14
TO LISTEN TO

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 DRILL (15-20 Q’s): The point of this drill is to get your students used to saying “to” after
listen…
CHANGE TO NEGATIVE/AFFIRMATIVE/INTERROGATIVE
Teacher: I’m listening to you (NEGATIVE)
Student: I’m not listening to you.
Teacher: She’s listening to some music. (QUESTION)
Student: Is she listening to some music?
1. I’m listening to the radio (Negative)
2. She’s listening to pop music (Question)
3. They are listening to classical music (Question)
4. We never listen to him (Affirmative)
5. They are not listening to us (Question)
6. I’m listening to it online (Negative)
7. He’s going to listen to the speech (Question)
8. Are you listening to me? (Affirmative)
9. You are listening to the wrong station (Question)
10. Can you listen to him? (Affirmative)
11. They aren’t listening to their boss (Affirmative)
12. He listens to his mother (Negative)
13. I’m listening to a comedy show (Question)
14. They are listening to a podcast (Negative)
15. He listens to the radio in the morning (Negative)
UNIT 15
REVIEW
 DRILL (20 Q’s): Refer to the unit to see the points that are being reviewed.
1. Is it raining?
2. Ask me if she is standing
3. Is she standing or sitting?
4. What are we talking about?
5. Ask me what we are talking about
6. What language are we speaking?
7. Ask her/him what language we are speaking
8. Are you talking to me?
9. Is she/he talking to me?
10. Are they talking to her/him?
11. Ask me if she/he is talking to me
12. Is it (book) for me?
13. Is it (book) for you?
14. Are you talking on the phone?
15. Ask me if she/he is talking on the phone
16. Are they talking on the phone?
17. Is he next to her?
18. Are you listening to me?
19. Am I next to you?
20. Are you in front of me?
UNIT 16
ITS (possessive pronoun)

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Here we introduce the possessive pronoun “its”, which is the same sound as “it’s” but is obviously used
differently.
 DRILL: To practice this pronoun use the “…is famous for its…” routine from the teacher
manual (unit 6.15).
Teacher: What is Scotland famous for?

Student: It’s famous for its whiskey.
Here is a list of places in Spain that are famous for specific

things. You needn’t teach the vocabulary, though some of the
words are very relevant for teaching at this time (wine, shoes,
walls, university)
Valdepeñas its wine

Elda its shoes
Rioja its wine
Elche its shoes
Guisando its bulls
Segovia its aqueduct
Avila its walls
Deusto its university
Santiago de Compostela its cathedral, its students, its rain
Albacete its knives
Salamanca its university
Jerez its sherry
Lepe its jokes, its strawberries
VOCABULARY (WEEK 4)
 Music
 Radio
 Song
 TV
 Wine
 Shoes
 Bulls
 Aqueduct
 Walls
 University
 Cathedral
 Knives
 Sherry
 Jokes
 Sword

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BASICS (WEEK 4)
NUMBERS
Drill (10-15) - your students with questions with the ordinal numbers.
1. Is Christmas on the 3rd of June?

2. Is it on the 6th of May?
3. Is New Year’s day on the 18th of December?
4. Is it on the 22nd of April?
5. Is Constitution day on the 12th of October?
6. Is it on the 19th of June?
7. Is Valentine’s Day on the 26th of April?
8. Is it on the 31st of January?
9. Is your birthday on the 8th of July?
10. Is it on the 20th of September?
11. Is your birthday on the 1st of May?
12. Is it on the 17th of October?
DICTATION:
Ordinal numbers 20th – 30th
TELLING THE TIME:
Review telling the time. You could write different times on the board and have your students
read them out quickly as you write them.
DICTATION:
Do another dictation with ordinal numbers 1st – 30th
MINI PRESENTATION TOPICS (WEEK 4)

1) Tell me your favorite:
 Types of music
 Radio
 Song
 TV program
2) Tell me what 3 or more countries are famous for in one minute

Review the “-sts” pronunciation you covered last week, in words such as “costs”.
DRILL (15-20 Q’s):
1. How much does a book cost?

2. Ask me if a car costs more than a bike
3. How much does an apple cost?
4. Are dentists doctors?
5. Ask me if dentists study a lot
6. How many fists do you have?

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7. Do ghosts really exist?
8. Are you afraid of ghosts?
9. How long does this class last?
10. Does a football match last 5 hours?
11. How long does a film last?
12. Do birds make nests?
13. Are there nests in your house?
14. Are there dentists in El Corte Ingles?
15. Ask me if I have guests at home
HOMEWORK (WEEK 4)
Study UNITS 13-16.
1. Listen to Vaughan Radio (100.4) 30 minutes a day minimum (suggest that they could do
this in transit). There is a Vaughan Radio app they can download on their phones for free.
2. Practice the pronunciation exercise from today every day, repeating aloud at least 25
times.
3. Set another piece of homework related to the units.

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Week 5

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UNIT 17
SAXON GENITIVE
 DRILL (15-20 Q’s) : Here is the first introduction to the Saxon genitive. Seeing as this
doesn’t really exist in Spanish (they say “the dog of John” instead of “John’s dog”) it’s a bit
weird for them to get used to. We’re going to spend a big chunk of the class covering this.
Now point to different objects in the room and ask your students questions then get them
to ask you questions.
First part
Teacher: Is that Student B’s pen.

Student A: Yes, that’s Student B’s pen.
Teacher: Is this Vaughan’s table.
Student: Yes, this is Vaughan’s table.
1. Is that you sister’s car?

2. Is that x’s notebooks?
3. Is that X’s chair?
4. Are those Paul’s keys?
5. Is that x’s pencil case?
6. Is that Maria’s cellphone?
7. Is that x’s ipad?
8. Are those x’s documents?
9. Are those x’s notes?
10. Is that Andy’s lesson plan?
Second part
Teacher: Ask me where my mother’s house is.

Student: Where is your mother’s house?
1. Ask me where my sister’s car is

2. Ask me where my nephew’s toys are
3. Ask me where my niece’s doll is
4. Ask me where Charlie’s coat is
5. Ask me what my father’s name is
6. Ask me where my mother’s purse is
7. Ask me where Michael’s headphones are
8. Ask me what color Emma’s headband is
9. Ask me what model Eric’s phone is
10. Ask me where my uncle’s apartment is
COMMON MISTAKE
CORRECT: Inma’s house.

INCORRECT: The Inma’s house.
In Spanish, if you were talking about your friend Mary’s house you would say “the house of
Mary” which is why you often hear students saying things like “the Mary’s house”.

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 DRILL (15-20 Q’s) : Simply ask your students if they’re going to different people’s places….
Teacher: Are you going to María’s house today?

Student: No, I’m not going to María’s house today.
Teacher: Are you going to the king’s palace tomorrow?
Student: No, I’m not going to the king’s palace tomorrow.
1. Are you going to Nicole’s office this afternoon?

2. Are you going to Mathew’s party later?
3. Is he going to Ian’s house next week?
4. Are we going to Mary’s house to study?
5. Can we go to Heather’s house tomorrow?
6. Is she going to Dani’s classroom?
7. Are we going to Sara’s birthday party?
8. Are they going to Jessica’s shop?
9. Is she going to Daniel’s show?
10. Are you going to Richard’s flat?
11. Can we go to Barry’s pool party?
12. Are you going to Madonna’s concert?
13. Is she going to Jack’s rooftop party?
14. Are they going to meet at Beth’s house?
15. Are we playing poker at Michael’s place?
UNIT 18
SAXON GENITIVE (continued)
For this point, get your students to practice the saxon genitive with names that end in “s” for
example, “Carlos” would be “Carlos’s” or “Carlos’” or with names that end in “x” or “z”.
 DRILL (15-20 Q’s): Write the following names on the board and point to different objects in
the room to get your students to practice forming sentences with the saxon genitive with
names ending in “s”.
 James
 Carlos
 Max
 My boss
 Thomas
 Chris
 Charles
 Alex
 Wes
 Fitz
SAXON GENITIVE (Continued)

 DRILL (15-20 Q’s): Now that you’ve practiced the Saxon genitive a couple of times we
can introduce “which”, “this one” and “that one”.
***point to objects in the room and ask which one belongs to who…
Teacher: Which notebook is ‘Student B’s’ ?
Student A: That one is 'student b’s’
SAXON GENITIVE (continued)

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 DRILL (15-20 Q’s): Use page 20 from your picture book (the family tree) and practice the
saxon genitive again.
UNIT 19
SAXON GENITIVE (negative and as a pronoun)
 DRILL (20 Q’s): To practice saying the negative and also use the Saxon genitive as a
pronoun (e.g. This isn’t Michael’s pen; it’s James’), give the students two names and an
object(s) and have them form a sentence.
Teacher: Mary / that house / Julia

Student: That isn’t Mary’s house, it’s Julia’s.
1. Katie/computer/Ralph
2. John / cup/ Chris
3. Peter/ phone / Andrew
4. James / bike / Monica
5. Johnny / table / Alex
6. Jess/ speakers/ Carl
7. Julia/ bottle/ Heather
8. Beth/ chair / Lucy
9. Matt / that apartment/ Eric
10. Jodie / this pencil / Charles
11. Dani / that watch / Greg
12. Diego / locker / Andy
13. Stewart / backpack / Simon
14. Martin / homework / Elliot
15. Becca / that doll / Emma
16. Elsa / that castle / Anna
17. Jenna / this blouse / Kelly
18. Ashley / parking spot / Jonathan
19. Tessa / email address / Caroline
20. Alice / purple jacket / Carmen
REVIEW – FROM
DRILL (20 Q’s): Quickly drill your students with the word “from” to review.
Teacher: Where are you from?

Student: I’m from Spain.
1. Where are you from?

2. Where is she from?
3. Where is your uncle from?
4. Where is that jacket from?
5. Where are we leaving from?
6. Where is the band from?
7. Where is that chair from?
8. Where are those books from?
9. Where is Emma from?
10. Where are they from?
11. Where is Claire from?

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12. Where are they coming from?
13. Where is the author from?
14. Where is this coffee from?
15. Where is that magazine from?
16. Where is Rafa Nadal from?
17. Where is your teacher from?
18. Where is that ice cream from?
19. Where is she coming from?
20. Where is your sister’s husband from?
UNIT 20
HIS (POSSESSIVE ADJECTIVE)
 DRILL: For this drill you can quickly review “these” “those” “that” “this” and practice “his” using
the following pictures and having your students say sentences.
Teacher: Is this his car?

Student: Yes, that’s his car.
Then…
Do an ASK ME drill about a male friend or family member practicing “his”.
Teacher: Ask me what my father’s name is.
Student: What’s his name?
Teacher: His name is Robert. Ask me if his car is blue.
Student: Is his car blue?
Teacher: Yes, his car is blue. Ask me if his dog is old.
Student: Is his dog old?
Etc.

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VOCABULARY (WEEK 5)
 Bedroom
 Living room
 Dining room
 Bathroom
 Garden
 Kitchen
 Garage
 Terrace
BASICS (WEEK 5)
DICTATION:

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Numbers in the hundreds.
REVIEW MONTHS OF THE YEAR
DICTATION Review ordinal numbers 1st-30th
REVIEW BASICS THAT HAVE BEEN COVERED PREVIOUSLY

Describe your house / dream house
In UNIT 17 you students learn that in some words the “b” can be silent, such as in the word
“comb”. Practice this silent “b” and refer to the unit for more examples. Bomb, climb, dumb,
lamb, limb, numb, thumb, tomb, debt, doubt etc.
Also, in UNIT 18, your students should have studied that the “t” at the end of words MUST be
pronounced and not forgotten. Practice with your students and refer to the unit for words
ending in “t” and “lt” such as “airport” and “adult”.
DRILL (15-20 Q’s):
1. Are there any bombs in the toilet?

2. How often do you comb your hair?
3. Can you climb a mountain?
4. Is it easy to climb a building?
5. Is your neighbor dumb?
6. Do you like lamb?
7. Is your finger numb?
8. Can you touch your thumb?
9. How many thumbs do you have?
10. Ask me if I have many debts
11. Ask her if she has any doubts
12. Do you have any doubts?
13. Where is the airport?
14. Ask me where the airport is
15. Are you an adult?
HOMEWORK (WEEK 5)


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Week 6

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UNIT 21
EXPRESSIONS & WHICH ONE DO YOU WANT?
Here you go!; Here you are!; Which one do you want?
 DRILL (20 Q’s) : Review adjectives and introduce the expressions and the question.
Teacher: big / small

Student: Which one do you want? The big one or the small one?
Teacher: The big one.
Student: Here you go!
1. Tall/short
2. Large / small
3. Light/heavy
4. Big/small
5. Dark/light
6. Wide/narrow
7. Fat/slim
8. Long/short
9. Cheap/expensive
10. Funny/boring
Then…practice with “this one/that one”….
Teacher: Which one do you want? This one or that one? (point at two objects
that are the same)
Student: I want that one!
Teacher: Now ask me…
Student: Which one do you want? This one or that one?
ETC…
COMMON MISTAKE
CORRECT: It’s near here.
INCORRECT: It’s near of here.
 DRILL (20 Q’s) : Review countries while eliciting “near” and making sure they don’t say a
preposition after near.
Teacher: Is Argentina near Romania?

Student: No, Argentina isn’t near Romania.
1. Is Mexico near Guatemala?

2. Is Greece near Turkey?
3. Is Italy near France?
4. Is Wales near England?
5. Is Holland near Colombia?
6. Is Poland near Russia?
7. Is Indonesia near Guatemala?
8. Is Bolivia near Brazil?

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9. Is Thailand near Japan?
10. Is Australia near Korea?
11. Is New Zealand near Switzerland?
12. Is Sweden near Denmark?
13. Is India near Venezuela?
14. Is Honduras near Portugal?
15. Is Austria near Hungary?
16. Is Scotland near Ireland?
17. Is Morocco near Spain?
18. Is Germany near Brussels?
19. Is Ecuador near Canada?
20. Is London near Madrid?
UNIT 22
THE DAYS OF THE WEEK, AFTER, BEFORE, BETWEEN
Even though we normally review days of the week in the “basics” part in our lesson plans, here
we’re going to use the days of the week to practice “after”, “before” and “between”.
 DRILL: Make one student start this group exercise by saying “Monday is after Sunday,
before Tuesday and is between Sunday and Tuesday”, then the next student continues with
Tuesday and so on…
COMMON MISTAKE (PG. 47)

CORRECT: I go to the supermarkets on Tuesdays.
INCORRECT: I go to the supermarkets the Tuesdays.
 DRILL (15-20 Q’s) :
Teacher: Do you go to the supermarkets on Wednesdays?

Student: Yes, I go to the supermarket on Wednesdays.
1. Do you go to the movies on Saturdays?
2. Do you study English on Mondays?
3. Do you study English on Tuesdays and Thursdays?
4. Do they come to class on Mondays?
5. Do you go the the park on Sundays?
6. Does your neighbor visit you on Fridays?
7. Ask me if I go to the gym on Wednesdays
8. Ask me if I go to the shopping mall on Saturdays
9. Ask me if my mom goes to the supermarket on Fridays
10. Ask me if my brother goes to a pub on Thursdays
11. Do you go to a pub on Fridays?
12. Do you go to the gym on Mondays and Wednesdays

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13. Does she study English on Saturdays?
14. Ask me if I teach on Saturdays
15. Ask me if I teach on Sundays
***FYI – The common mistake covered on page 46 simply explains that your students should
try to not confuse “after” for the Spanish word ‘antes’ which means “before”, they tend to
think that “after” means “before” because it starts with an “a” .
UNIT 23
REVIEW
 DRILL (15-20 Q’s): Refer to the unit to know what to review.
What's Salamanca famous for? Salamanca is famous for its university.
Rioja (wine)
Elche (shoes)
Galicia (rain)
Scotland (whisky)
Valencia (oranges / paella)
Argentina (meat)
Russia (vodka)
Burgos (cathedral)
Australia (Koalas / Kangaroos)
Is this (Student's name)'s book?

Are (Student’s name)'s pens on the floor?
Is this (Student's name)’s notebook?
Ask me if Carlos’ /káaalosssis/ book is on the table
Ask me if this is my boss’ /bósssis/ car.
Which car is your boss’s?
Ask me if this one is my boss’s
UNIT 24
COMMON MISTAKE
CORRECT: Folder
INCORRECT: Carpet
In Spanish ‘carpeta’ means “folder” which is why they often get confused when referring to
“folder” and call it “carpet”.
 DRILL: Unless you find that your students have struggled with this, there is no need to drill
them only on this word, simply make sure you include it in the other drills this week.
OUR, YOUR & THEIR

 DRILL (15-20 Q’s): Split your class in two teams and “give them a few objects”, you could
take some of your teaching materials and split it between them for the purpose of this
exercise, then get each student to speak by asking…
Teacher: Is that their book?

Student (from team B): Yes, that’s their book.

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Teacher: (points to team A): Is that your pen?
Student (from team A): Yes, this is our pen.
Etc….
1. Is that their notebook?
2. Are those their pencils?
3. Is that their eraser?
4. Is that their highlighter?
5. Are those their markers?
6. Are Is those their paper clips?
7. Is that their stapler?
8. Are those their mobile phones?

9. Are those their keys?
10. Is that their wallet?
11. Is that their ring?
12. Is that their necklace?

13. Are those their glasses?
14. Are those their scissors?
15. Is that their bottle of water?

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VOCABULARY (WEEK 6)
 Grape
 Banana
 Folder
 Paperclip
 Knife
 Bowl
BASICS (WEEK 6)
Review basics from previous weeks and do numbers dictations.
What's in your/my bag? Ask them to describe as many objects as possible timing them.
UNIT 23: This point is in the book, although to be honest it’s quite difficult especially since your
students probably won’t need to use any “-ism” any time soon. However, all students love
learning about pronunciation so you can briefly cover this point focusing mostly on pronouncing
the “-m” at the end. I recommend practicing other words that end in “-m” or in the sound “m”,
such as “bottom”, “rum” or “home”.
DRILL (15-20 Q’s):
1. Ask me if I like realism
2. Ask if I know what absolutism is
3. What's absolutism
4. Ask me if I read about marxism
5. Ask me if I like marxism
6. What's marxism?
7. Ask me if I know about facism
8. Do you like liberalism?
9. Ask him/her if he/she likes liberalism
10. Ask him/her if he/she knows about facism
11. Ask him/her if he/she reads about maxrism
12. What's facism?

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13. Ask me if my father likes marxism
14. Ask me if my sister reads about facism
15. Ask me if my students talk about marxism
HOMEWORK (WEEK 6)

12. Teacher to come up with final homework idea for students.

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Week 7

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UNIT 25
THERE IS
 DRILL (15-20 Q’s): This is the first time your students learn “there + to be”. Use picture 17
to teach this point (teacher manual 7.7).
Teacher: Is there a lamp on the table?

Student: Yes, there’s a lamp on the table.
Teacher: Ask “student B” if there’s an apple on the chair?
Student A: “student B”, is there an apple on the chair?
Student B: No, there isn’t an apple on the chair.
1. Is there a book on the table?
2. Is there an umbrella on the chair?
3. Ask him/her if there is a computer on the table
4. Is there a diploma on the wall?
5. Is there a printer on the desk?
6. Is there a diploma on the printer?
7. Ask him/her if there is an apple on the table
8. Is there an apple on the monitor?
9. Ask him/her if there is a glass of water on the chair
10. Ask him/her if there is a book on the table
11. Is there a bottle of water on the monitor?
12. Is there a keyboard on the printer?
13. Ask him/her if there is a calendar on the table
14. Is there a plant on the wall?
15. Is there a plant on the floor?
****You could also do a quick spontaneous drill asking about objects in the room.
UNIT 26
THERE ARE SOME
 DRILL (15-20 Q’s): Use picture 18 and do a similar routine to the one in unit 25 (teacher
manual 7.9)
Teacher: Are there any books?
Student: Yes, there are some books on the shelves.
1. Are there any toys?
2. Are there any books on the floor?
3. Ask him/her if there are any lamps on the coffee table?
4. Are there any curtains?
5. Are there any armchairs?
6. Are there 2 TVs on the floor?
7. Are there 2 windows?
8. Are there staircases?
9. Are there magazines on the table?
10. Ask him/her if there are any logs in the fireplace
11. Are there any sofas?
12. Are there any book on the sofa?
13. Are there any dogs?

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14. Are there any books in the fireplace?
15. Are there any pictures?
****You could also do a quick spontaneous drill asking about objects in the room.
UNIT 27
THERE AREN’T ANY; ARE THERE ANY?
 DRILL (10 & 10 Q’s) : First elicit “there aren’t any…” then get them to ask you questions, “Are
there any…?”
First…
Teacher: Are there any grapes in this room?

Student: No, there aren’t any grapes in this room.
1. Are there any dogs in this room?

2. Are there any bananas on the table?
3. Are there any mobile phones on the floor?
4. Ask him/her if there are any cars in the classroom
5. Are there any plants in this room?
6. Are there any glasses of wine on the table?
7. Are there any plates in this room?
8. Are there any computers in this building?
Then…
Teacher: Ask me if there are any grapes in this room?

Student: Are there any grapes in this room?
Teacher: No, there aren’t….ask me… etc.
Teacher: Ask me if there are any elephants in this room
Teacher: Ask me if there are any students in this room
Teacher: Ask me if there are any cars on the street
Teacher: Ask me if there are any aliens under the table
Teacher: Ask me if there are any pencils in my pocket
Teacher: Ask me if there are any televisions in this classroom
Teacher: Ask me if there are any birds on my head
Teacher: Ask me if there are any monkeys in the building
Teacher: Ask me if there are any shoes on my feet
Teacher: Ask me if there are any diamonds on my shoes
COMMON MISTAKE

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CORRECT: I’m from England too.
INCORRECT: I’m from England also.
 DRILL (15-20 Q’s) : Don’t let your students say “also” at the end of sentences, in fact they
should just get used to saying “too” instead of “also” until they’re more advanced. Elicit
“too”.
Teacher: I’m in a classroom. And you?

Student: I’m in a classroom too.
I’m in Spain. And you?
I’m in Europe. And you?
I’m in planet earth. And you?
I’m a human being. And you?
I can talk. And you?
I can write. And you?
I can speak. And you?
I live in a place. And you?
I live in Spain. And you?
I’m at Vaughan now. And you?
I’m awake. And you?
I’m alive. And you?
I eat food. And you?
I drink water. And you?
I wake up every day. And you?
I can use a pen. And you?
I can write notes. And you?
I eat every day. And you?
UNIT 28
UNCOUNTABLES & THERE ARE SOME…
In this unit students learn some uncountable nouns and that they, obviously or not so
obviously, can’t say “an” with an uncountable noun, they must say “some”.
 DRILL (15-20 Q’s): (elicit only the affirmative)

Teacher: Is there some water next to your notebook?
Student: Yes, there’s some water next to my notebook.
1. Is there some wine in your bag?
2. Is there some ink in your pen?
3. Is there some water in your glass?
4. Is there some beer in the bottle?

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5. Is there some ink on the table?
6. Is there some ice in the glass?
7. Is there some money in your pocket?
8. Is there some blue liquid in the bottle?
9. Is some ice in your kitchen?
10. Is there some beer in your fridge?
11. Is there some liquid in my bottle?
12. Is there some liquid on the table?
13. Is there some milk on the floor?
14. Is there some money next to my book?
15. Is there some money on the floor?
VOCABULARY (WEEK 7)
 water
 ink
 paper
 wine
 ice
 money
 beer
 liquid
BASICS (WEEK 7)
Review basics from previous weeks and do numbers dictations.

What’s in your fridge? / What’s on your fridge door
In UNIT 25 in the student book your students learn about the pronunciation of the “g” in words
such as “manager”. This sound does not exist in Spanish and can be difficult for some students.
The closest thing to this sound in Spanish is the “ch”. Drill your students to practice the “g”
sound.
Also, in UNIT 26 in the student book your students also learn about the pronunciation of the “-
es” sound at the end of words such as “bushes”. Drill them on this, you could combine the drill
with the previous pronunciation point.
DRILL (15-20 Q’s):
1. Are you a manager?

2. Do you like teenagers?
3. Do you like travelling on a low budget?
4. What’s your age?
5. Do you have a giraffe at home?
6. Can you imagine a giant giraffe?
7. Is your foot giant?
8. Do teenagers have giant feet?

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9. Do you like talking about age?
10. What age is your brother/sister?
11. Do you wash the dishes?
12. Are there bushes outside?
13. What are your favorite beaches?
14. What are your wishes?
15. Do you have 5 watches?
HOMEWORK (WEEK 7)

5.

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Week 8

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UNIT 29
THERE IS + UNCOUNTABLE NOUNS
 DRILL (15-20 Q’s): Last week your students practiced sentences with “there’s some”, now
get them used to saying it in the negative and interrogative with uncountable nouns.
(Use pictures 19 & 18)

Teacher: Is there any wine on the chair?
Student: No, there isn’t any wine on the chair.
1. Is there any water next to the books?
2. Is there any milk on the chair?
3. Ask me if there is any water on the table
4. Is there any ice in the bottle?
5. Ask me if there is any liquid in the glass
6. Is there any milk in the glass?
7. Ask me if there is any wine in the glass
8. Is there any blue liquid in the glass?
9. Is there some money on the table?
10. Ask me if there is some pencils on the chair
11. Is there any glass on the chair?
12. Is there any ice on the floor?
13. Ask me if there is any water next to the pencils
14. Is there any beer on the table?
15. Ask me if there is any beer in the bottle
REVIEW
EITHER
 DRILL (15-20 Q’s): In week 7 you got your students used to saying “too” instead of “also”,
now it’s time to practice “either”.
Teacher: I’m not from Japan. Are you?

Student: I’m not from Japan either.
1. She has 2 sons. And you?

2. I have breakfast at 8 o´clock. And you?
3. I have blue eyes. And you?
4. I like to wake up late at the weekend. V
5. I don´t speak Italian. And you?
6. I am wearing trousers now. And you?
7. You are a man. And me?
8. He can´t speak Dutch. And you?
9. He works as an engineer. And you?
10. I don´t like hot weather. And you?
11. I like to travel. And you?
12. She is married. And you?
13. I live in Madrid. And you?
14. He doesn´t work as a politician. And you?
15. I am right-handed. And you?

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16. I have straight hair. And you?
17. I can´t play any musical instrument. And you?
18. We have a small classroom. And them?
19. I have a shower in the morning. And you?
20. I am sitting next to you. And her?
21. I have a drink on Saturdays. And you?
22. I have a wallet in my bag. And you?
23. I don´t have 2 brothers. And you?
24. I am not allergic to vegetables. And you?
25. I try to sleep 8 hours. And you?
26. I am not looking at myself in the mirror. And you?
UNIT 30
TO GO (present simple)
 DRILL (20 Q’s): In unit 6 you practiced “going to…from” with your students, now you’ll
practice “to go” in the present simple along with “every year”.
Teacher: Do you go on holiday every year?

Student: Yes, I go on holiday every year.
Teacher: Does your mother go on holiday every year?
Student: Yes, my mother goes on holiday every year.
2. Do you go to the gym every year?

3. Does your neighbor go to your house every year?
4. Do you go on holiday every year?
5. Does your family go on holiday every year?
6. Does your family go on holiday every year?
7. Do you go to the supermarket every year?
8. Do you like to go on holiday every year?
9. Does your husband / wife go on holiday with you every year?
10. Do you go to the cinema every year?
11. Does your boss go to work every year?
12. Does your husband/wife go to the mall every year?
13. Do you go to school every year?
14. Do you go to Vaughan every year?
Does your mother go to Paris every year?
REVIEW
 DRILL (20 Q’s): Review adjectives (big, small) and colors. You could use the flash cards on
the next page and ask questions, you could also use objects in the room.
Teacher: Is this a yellow car?

Student: No, that’s not a yellow car, it’s a blue car.
THEN…
Use the pictures of the multiple objects or objects in the room to practice “these” and
“those”.
Teacher: Are these waitresses?

Student: No, those aren’t waitresses, they’re actresses.

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UNIT 31
EXPRESSIONS
A couple of…
A bit of…
 DRILL (15-20 Q’s) : Practice these expressions with countables and uncountables.
Teacher: Are there a couple of biscuits on the plate?

Student: Yes, there are a couple.
Picture “English breakfast”
1. Are there a couple of eggs on the plate?

2. Are there a couple of sausages on the plate?
3. Are there a couple of pieces of toast on the plate?
4. Are there a couple of tomatoes on the plate?
5. Is there some orange juice in the glass?
6. Is there some of tea in the cup?
7. Are there a couple of slices of bacon on the plate?
8. Is there some milk in the milk pot?
9. Are there a couple of mushrooms on the plate?
10. Are there a couple of orange slices on the sauce plate?
11. Are there a couple of blueberries on the sauce plate?
12. Is there a bit of salt on the mushrooms?
13. Is there a bit of black pepper on the eggs?
14. Are there a couple of forks next to the plate?
15. Are there a couple of napkins next to the plate?

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

Student: Is there a bit of wine in the bottle?
1. Is there a bit of milk in your fridge?
2. Is there a couple of bananas on the table?
3. Ask me if there is a bit of water in my bottle
4. Ask me if there is a bit of wine in my fridge
5. Is there a couple of apples on the floor?
6. Is there a bit of liquid next to your book?
7. Tell him/her to ask me if there is a bit of coffee in my bottle
8. Is there a bit of orange juice in your fridge?
9. Ask me if there is a couple of strawberries in my bag
10. Is there a couple of peaches in your house?
11. Is there a bit of blue liquid on the floor?
12. Is there a couple of papayas in your fridge?
13. Ask me if there is a bit of whisky in my bottle
14. Ask me if there is a couple of potatoes in my house
15. Is there a bit of ketchup on the table?
UNIT 32
FAR FROM
 DRILL (15-20 Q’s) : In week 6 you covered “near” so now it’s time to cover “far from” while
reviewing “near”.
Teacher: Are you near me or far from me?

Student: I’m near you.
Teacher: Is Japan near Spain or far from Spain?
Student: It’s far from Spain.
1. Is Barcelona near Madrid or far from Madrid?

2. Is Segovia near Madrid or far from Madrid?
3. Is New York near Madrid or far from Madrid?
4. Is Cuenca near Madrid or far from Madrid?
5. Is Guadalajara near Madrid or far from Madrid?
6. Is Quito near Madrid or far from Madrid?
7. Is Getafe near Madrid or far from Madrid?
8. Is Málaga near Madrid or far from Madrid?
9. Is Toledo near Madrid or far from Madrid?
10. Is Santander near Madrid or far from Madrid?
11. Is Chinchón near Madrid or far from Madrid?
12. Is Vigo near Madrid or far from Madrid?
13. Is Paris near Madrid or far from Madrid?
14. Is Cape Town near Madrid or far from Madrid?
15. Is Valladolid near Madrid or far from Madrid?
16. Is San Sebastián near Madrid or far from Madrid?
17. Is Ávila near Madrid or far from Madrid?
18. Is Fuenlabrada near Madrid or far from Madrid?
19. Is London near Madrid or far from Madrid?
20. Is Ocaña (Ocanya) near Madrid or far from Madrid?

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COMMON MISTAKE
In this unit you’ll see that your students start learning how to say days of the week and ordinal numbers
together (which you’ll cover in the basics part of the lesson plan). Your students also study the
difference in pronunciation between “Tuesday” and “Thursday” (which they commonly confuse). Make
sure you place emphasis on this when you practice days of the week.
VOCABULARY (WEEK 8)
 (.com)
 (.co.uk)
 (@)
 (www.)
 (-)
BASICS (WEEK 8)
DICTATION
Numbers
ORDINALS AND DAYS OF THE WEEK
Get your students to say these aloud as a group, the first student starts with the first
day and then the second student says the second day and so on till they finish the
month. To make it more exciting tell them that if someone gets it wrong they’ll have to
start over!
Tuesday, the first. Wednesday, the second. Thursday, the third. Friday, the fourth.
Saturday, the fifth. Sunday, the sixth. Monday, the seventh. Tuesday, the eighth.
Wednesday, the ninth. Etc. etc. etc. until the 31st.
Continue with more basics…
What is your house near / far from
In UNIT 31 your students learn the pronunciation of words ending in –ous such as “jealous”.
Drill your students to practice this.
DRILL (15-20 Q’s):
1. Are you a jealous person?

2. Do you feel nervous before exams?
3. Ask me if I am a serious person
4. Is your neighbor generous?
5. Are you serious at work?
6. Do you like anonymous gifts?

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7. Is your teacher furious?
8. Do you get furious in traffic jams?
9. Ask me if I get nervous before long flights
10. Ask me if my father is a very serious man
11. Do you get jealous when someone is on holiday?
12. Who is a generous person in your family?
13. Are we conscious about recycling?
14. Is there any serious person here?
15. Are you generous with animals?
HOMEWORK (WEEK 8)
Study UNITS 29-32.
times.
3. Teacher to come up with final homework idea for students.

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Week 9

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UNIT 33
REVIEW
 DRILL (15-20 Q’s): Refer to the unit to see what is reviewed.
 Is this our bowl?
 Is that their folder?
 Are these our grapes?
 Ask me if there is an apple in the briefcase
 Is there a watch under the table?
 Ask me if there are some plates in my dining room
 Are there any folders under the table?
 Are there any paperclips?
 Ask me if there are any grapes in my bag
 Is there any liquid in the bottle?
 Is there some liquid on the book?
 Are there a couple of biscuits on the table?
 Is there any beer in the room?
 Is there a bit of wine in the bottle?
 Is Granada near or far from Barcelona?
COMMON MISTAKE
 DRILL (15-20 Q’s): For this point your students learn that unlike in Spanish, they
must say the subject when asking questions, for ex. “Who is she?” and “What is it”
where as in Spanish, literally translated, they would say “Who is?” and “What is?”
MASTER THE INTERROGATIVE
Teacher: She’s my sister.
Student: Who is she?
Teacher: It’s a spoon.
Student: What is it?
Teacher: He´s my brother.
Student: Who is he?
Teacher: It´s a watch.
Teacher: She´s his aunt.
Teacher: It´s a fork.
Teacher: It´s a hamster.

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Teacher: It´s an elephant.
Teacher: He´s her uncle.
Student: Who is he?
Teacher: She´s his wife.
Teacher: It´s a Christmas tree.
Teacher: It´s a gun.
Teacher: She´s my grandmother.
Teacher: He´s her brother.
Student: Who is he?
Teacher: It´s a Ferrari.
Teacher: It´s a Phrasal Verb.
Teacher: She´s my student.
UNIT 34
TO SIT
 DRILL (20 Q’s): Practice this verb with the prepositions “next to”, “in front of” and
“behind”. Also get them to practice saying “to sit on…”
Teacher: Do you sit in front of me in class?

Student: Yes, I sit in front of you in class.
1. Teacher: Does your boyfriend/girlfriend sit on the
sofa every day?
2. Do you sit next to (a student´s name) every class?
3. Does he/she sit in front of me in class?
4. Do I sit behind you in class?
5. Does your mother sit on the sofa all day?
6. Ask me if I sit on a chair every day

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7. Do you sit on the floor to watch films?
8. Can you sit on your lap?
9. Are you sitting on the floor?
10. Who is sitting next to you?
11. Is he/she sitting behind you?
12. Who is sitting in front of you?
13. Am I sitting in next to you?
14. Ask me if I like sitting on the floor
15. Do you sit next to or in front of people in a
restaurant?
TOO
 DRILL (20 Q’s): Quickly review “too”…
Teacher: This pen is black, and that one?

Student: This pen is black and that one is black too.
1. My book is on the table, and yours?

2. This book is open, and that one?
3. This chair is blue, and that one?
4. This classroom is small, and that other one?
5. That book is (color), and this one?
6. This pen writes, and that one?
7. My bag carries things, and yours?
8. I can open my book, and you?
9. There is water in my bottle, and in yours?
10. My computer works, and yours?
11. I have a nose, and you?
12. My head is above my neck, and yours?
13. This street is full of cars, and that one?
14. This building has doors, and that one?
15. This door has a handle, and that one?
UNIT 35
SOME
 DRILL (20 Q’s) : Here you’re reviewing the use of “some” with both countables and uncountables.
Use picture 19 from your picture and ask your students where certain objects are.
Teacher: Where’s the wine?

Student: Some in the bottle and some is in the glass.
Teacher: Where are the pencils?
Student: Some are on the table and some are on the chair.
1. Where is the water?
2. Where is the ice?
3. Where are the pencils?
4. Books
5. Matches
6. Cigarettes
7. Cigars
8. Glasses
9. Pages
10. Books covers

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11. Liquids
12. Lids
13. Packets
14. Stationeries
15. Objects
COMMON MISTAKE
 DRILL (15-20 Q’s) : In this unit the common mistake that is being covered is the pronunciation of
the word “soup”. They tend to pronounce it as if they were reading it in Spanish and the result is
that it sounds like they’re saying “soap”, the stuff that we wash our hands with.
AGILITY
There’s some soup on the table.
Repeat
Negative
Question
This is tomato soup.

Repeat.
Negative
Question
That soup is hot.

Repeat
Negative
Question.
Etc.
UNIT 36
HOW MANY…?
 DRILL (15-20 Q’s) : Now using the same picture as in the previous unit, pg. 19 from the
picture book, ask your students “how many…?”. This is the first time they practice this.
FIRST…
Teacher: How many pencils are on the table?

Student: There are 2 pencils on the table.
1. How many books are there on the chair?

2. How many cigarettes are on the table?
3. How many cigars are on the chair?
4. How many books are there on the table?
5. How many ice cubes are there on the table?
6. How many pencils are there on the chair?
7. How many pieces of furniture are in this room?
8. How many pictures are in this room?
9. How many pencils are there on the table?
10. How many bottles of water are there on the table?

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THEN…
Teacher: Ask me how many books there are on the table.

Student: How many books are there on the table?
1. Ask me how many glasses are on the table

2. Ask me how many bottles of wine are on the table
3. Ask me how many cigarettes are on the table
4. Ask me how many cigars are on top of the chair
5. Ask me how many books are there on the table
6. Ask me how many chairs are in this room
7. Ask me how many pencils are on the table
8. Ask me how many tables are in this room
9. Ask me how many notebooks are on the table
10. Ask me how many pieces of furniture are in this room
HOW OLD + NUMBERS

 DRILL (15-20 Q’s) :This is super weird for Spanish speakers to get used to because in Spanish
to ask about someone’s age you would literally say “How many years do you have?”. Get your
students to say it the right way…
1. Teacher: How old are you?

Student: I’m XX years old.
Teacher: Ask me how old I am…
Student: How old are you?
Teacher: I’m XX years old. Ask me how old my brother/sister is…
How old is the person in front of you

2. How old is your brother/sister?
3. Ask me how old my mother is
4. How old is this company?
5. Ask me how old my house is
6. Ask him/her how old he/she is
7. How old is Madonna?
8. How old is Madrid?
9. How old is the president?
10. Ask me how old my best friend is
11. How old is your best friend?
12. How old is your country?
13. How old is Penelope Cruz?
14. Ask me how old my dog is
15. Ask me how old my students are
VOCABULARY (WEEK 9)
 Cigarettes
 Cigars
 Packet
 Box

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BASICS (WEEK 9)
Review basics from other weeks.
The legal age to buy cigarettes should be increased/decreased
In UNIT 35 your students practice the pronunciation of words ending in “-ds” with a special
emphasis on the fact that they hardly ever say the “s” at the end. Practice words such as “ends”
or “friends”.
Also, in UNIT 36 your students learn how to pronounce the “-ain” sound at the end of words
like “mountain” or “fountain”. Practice this as well.
DRILL (15-20 Q’s):
1. Do you believe in the Greek gods?

2. Ask me if I read about the Greek gods
3. Do you have any funds?
4. How many hands do you have?
5. Ask me how many hands I use to write
6. Are there 2 white boards in the classroom?
7. How many surfboards are there in your house?
8. Do you shop goods every day?
9. Do you climb mountains?
10. Can your mother climb mountains?
11. Do you like porcelain?
12. Is an apartment in Madrid a bargain?
13. Do you know any captain?
14. Is there a fountain in your house?
15. Do you want a chocolate fountain?
HOMEWORK (WEEK 9)

.

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Week 10

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UNIT 37
POSSESIVE PRONOUNS
You students have been practicing, in previous weeks, the use of object pronouns, e.g. “my book”, now
it’s time to get them practicing possessive pronouns, e.g. “mine”, “yours”, “his”, and “hers”. First we’ll
focus on singular.
 DRILL (15-20 Q’s): To begin point your students’ stuff and your stuff and say “that
notebook is yours”, “this book is mine”, etc. Then get your students to copy you by pointing
at stuff and forming sentences.
FRIEND
 DRILL (15-20 Q’s): The word “friend” is probably one of the words that receives the most
pronunciation assaults from Spanish speakers, mostly because they pronounce it as if they
were reading it in Spanish. They’re told in the unit to forget about the “it” and to soften the
“r”.
Teacher: Is your friend next to the car? (say yes)

Student: Yes, my friend is next to the car.
T: Does your friend live in Madrid?
T: Does your friend smoke?
T: Is your friend tall?
T: Can your friend swim?

T: Is your friend a lawyer?
T: Is your friend a vegetarian?
1. Is your friend a vegetarian?

2. Does your friend work as a journalist, a nurse, , doctor, driver, greengrocer, waiter?
3. How often do you see your best friend?
4. Does your friend live in Madrid?
5. Is your friend a hard-working, lazy, talkative, quiet person?
6. Is your friend blonde, dark-haired, tall, short, slim?
7. Does your friend go to the gym?
8. Does your friend go on holiday, on a trip, on a tour, on an excursion, a cruise, strike every year?
9. Is your friend on holiday now?
10. Is your friend a Vaughan student?
11. Is your friend 25, 35, 55, 70 years old?
12. How old is your friend?
13. Is your friend happy, lucky?
14. Does your friend travel on the metro?
Does your friend like cinema, opera, circus, going to the park?

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UNIT 38
POSSESIVE PRONOUNS (continued)
 DRILL (15-20 Q’s): Now that you’ve done the singular possessive pronouns, it’s time to do
the plural ones.
Teacher: Is this book ours?
Teacher: Is this car theirs?
Teacher: Is that house yours?
Teacher: Is this city ours?
Teacher: Is that wine theirs?
Teacher: Is that dog yours?
Teacher: Is that classroom ours?
Teacher: Is this chair yours?
Teacher: Is this watch yours?
Teacher: Is that teacher theirs?
Teacher: Is that money yours?
Teacher: Is that mobile yours?
Teacher: Is this classroom ours?
Teacher: Is this newspaper yours?
Teacher: Is that sandwich theirs?
Teacher: Is this bus ours?
Teacher: Is that train ours?
Teacher: Is this office yours?
Teacher: Is that football theirs?
Teacher: Is that school yours?
UNIT 39
EXPRESSIONS
 Congratulations!
 Nice one!
 Well done!
 DRILL (15-20 Q’s) : Simply say some phrases that would normally elicit one of the above
expressions and get your students to practice saying them naturally.

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Teacher: I’m starting a new job tomorrow!
Student: Congratulations!
Congratulations! Nice one! (informal) Well done!
I have got a job! congratulations
I have won the lottery! congratulations
I passed the test! Well done!
I bought a new mobile! Nice one
I have won the competition! Well done
It´s my birthday today! congratulations
I got married! congratulations
I finished the project! Well done
I was promoted! Congratulations! well done
I got my driving license! Well done
My son was born yesterday! congratulations
I am going on holidays nice one
I can speak English! Well done
I am pregnant! congratulations
I am opening a new shop! congratulations
I got a letter from Santa Claus! Nice one
I wrote a letter to Santa Claus! (from a child) Well done
Look! We decorated the Christmas tree! Nice one
They increased my salary! congratulations
COMMON MISTAKE
CORRECT: This is mine.

INCORRECT: This is the mine.
 DRILL (15-20 Q’s) : Practice possessives with this, these, those, that and make sure your
student don’t say “the” before the possessive pronoun.
Teacher: Is this notebook yours?

Student: Yes, that notebook’s mine.
1. Teacher: Is this notebook yours?
2. Student: Yes, that notebook’s mine.
3. T: Is that dress hers?
4. T: Is this pen yours?
5. T: Is that book hers?
6. T: Is this class ours?
7. T: Is that car theirs?

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8. Are those books yours?
9. Is this bag mine?
10. Is this white board yours?
11. Is that car hers?
12. Are these markers his?
13. Are those buildings ours?
14. Is this street yours?
15. Are these glasses thers?
ours, theirs, yours). These/those/this/that
1. Whose car is that?

2. Whose shoes are those?
3. Whose house is this?
4. Whose mobile is it?
5. Whose folder is that?
6. Whose number is it?
7. Whose food is this?
8. Whose ashtray is it?
9. Whose rugs are those?
10. Whose feet are these?
11. Whose collection is this?
12. Whose wife is it?
13. Whose garden is that?
14. Whose dogs are these?
15. Whose lap top is it?
16. Whose papers are those?
17. Whose manual is this?
18. Whose parents are they?
19. Whose slippers are they?
Whose tie is that?
UNIT 40
REVIEW
 DRILL (15-20 Q’s) : Refer to the unit to know what points to review.
1. Where are the cigarettes?

2. Ask me if there are some books on the table and some on the chair
3. How many books are there on the chair?
4. How many glasses are there on the table?
5. Is your friend next to the car?
6. Is that marker yours?
7. Is this pencil mine?
8. What book is hers?
9. Is there a toaster next to your microwave?
10. Is this classroom ours?
11. Are these notebooks ours?
12. How much money is there in your bank account?

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13. Is there three hundred euros in your bank account?
14. Are those cars yours?
15. Is this company mine?
16. Ask me if there is a microwave next to my fridge

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VOCABULARY (WEEK 10)
 Fridge
 Toaster
 Cooker
 Oven
 Microwave
 Hairdryer
 Dvd player
 Radiator
BASICS (WEEK 10)
MONTHS OF THE YEAR
Have your students practice the months of the year by getting them to do the
following group activity:
Say aloud “January is the first month of the year” and then get the first
student to your right to continue with “February is the second month of the
year” having each student continue until they say all of the months in the
year. If someone makes mistake they must start over.
DICTATIONS
Numbers and/or money amounts
TELLING THE TIME
Review
Describe your best friend (job, hobbies, routine, family, etc)

This week your students learn how to pronounce words ending in “-ate” such as “pirate”. Drill
them to practice this.
DRILL (15-20 Q’s):
1. Are you desperate for a sandwich?
1. Do you like white chocolate?

2. Are you and the queen very intimate?
3. How can you separate water from oil?
4. Am I a pirate?
5. Do you read things about the senate?
6. Ask her if she likes private teachers
7. Ask me if I am a private teacher
8. Can you elaborate a business plan?
9. Do you like chocolate cake?

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10. Ask me if I prefer milk with chocolate or coffee
11. Do you know any pirate?
12. Do you like the “Pirates of the Caribbean” film?
13. Can you separate this objects?
14. Is there a chocolate in your bag?
HOMEWORK (WEEK 10)
Study UNITS 37-40.
times.

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Week 11

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UNIT 41
 DRILL (12 Q’s): Practice very basic “Master the Interrogative” with questions “what is it?”
and “where is it?”.
 Teacher: It’s in the East of Europe.
Student: Where is it?
1. It’s an orange
2. It’s a big orange
3. It’s in the south of Asia
4. It’s a car
5. It’s on the floor
6. It’s inside your pocket
7. It’s on your head
8. It’s a type of insect
9. It’s in the east of Argentina
10. It’s in the classroom
11. It’s a classroom
12. It’s an album
13. It’s in the trunk of my car
14. It’s in the north of Madrid
15. It’s a folder
UNIT 42
IN, ON
 DRILL (15-20 Q’s): For this point get your students to practice saying “when” and the
prepositions “in” and “on” by getting them to ask about different occasions.
Teacher: Ask me when my birthday is.

Student: When is your birthday?
Teacher: On the 2nd of February. Ask me when Christmas is.

Student: When is Christmas?
Ask me when my mother’s birthday is
1. Ask me when Christmas is

2. Ask him/her when winter is
3. Ask me when New Year’s Eve is
4. Ask him/her when his/her brother’s birthday is
5. Ask me when Christopher Columbus discovered America
6. Ask me when Easter is
7. Father’s day
8. Mother’s day
9. El Pilar
10. Halloween
11. Valentine’s day
12. Boxing day
13. Thanks given

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14. Labour day

 DRILL (12 Q’s): Continue practicing Master the Interrogative but now include “what are
they?” as well as “where are they?” along with the ones you practiced in unit 41.
 Teacher: They’re in the living room.

Student: Where are they?
1. They’re animals
2. They’re in front of the TV
3. They’re on the table
4. They’re inside your bag
5. They’re far from Spain
6. They’re months of the year
7. They’re English books
8. They’re near the window
9. They’re on the floor
10. They’re near the office
11. They’re in the living room
12. They’re in the kitchen
13. They’re computers
14. They’re laptops
15. They’re here
UNIT 43
IMPERATIVE
This is the first time we teach our students the imperative. First, do a “tell me to” routine bear in mind
that your students haven’t learned “I want you to…” yet therefore the routine should look like this:
 DRILL: (refer to the unit and limit yourself to verbs and adverbs they’re being taught here.
Teacher: Tell me to get up.

Student: Get up!
Teacher: Ask me politely.
Student: Get up, please!
Teacher: What am I doing?
Student: You are getting up.
…and the start over with another action.
1. Open the window

2. Write on the board
3. Close the door
4. Sit down
5. Stand up
6. Play air guitar
7. Get out
8. Open the book
9. Close the book
10. Touch my nose
11. Draw an elephant
12. Erase the elephant

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13. Write your name
14. Jump
15. Clap my hands
IMPERATIVE (continued…)
 DRILL (15-20 Q’s) :
Teacher: Tell __ to tell __ to open the window quickly.

Student A: “name of student B” tell “name of student C” to open the window
quickly.
Student B: Open the window quickly, please.
Teacher: What is “Student C” doing?
Student D: He/she’s opening the window quickly.
1. Speak like a man/woman

2. Speak louder
3. Show my tongue
4. Smile
5. Open my mouth
6. Touch my elbow with my chin
7. Open my eyes
8. Close my eyes
9. Point at him/her
10. Look at him/her
11. Dance flamenco
12. Run in the classroom
13. Speak very fast
14. Speak very slow
15. Read a book
UNIT 44
REVIEW
 DRILL (15-20 Q’s) : Refer to the unit to see what points are reviewed here.
1. Tell him/her to open the windows

2. Is there a door behind you?
3. Are there books in front of me?
4. Ask me if October is the tenth month of the year
5. Is September the sixth month of the year?
6. Are you talking to me?
7. Ask him/her if I am speaking German
8. When is your birthday?
9. Ask me when my birthday is
10. Is she looking at me?
11. Who is looking at you?
12. Are you listening to me?
13. Ask me if my birthday is on Thursday
14. Ask me if my birthday is in July
15. Where is Mexico?

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GUIDE
VOCABULARY (WEEK 11)
 To get up
 To sit down
 To open
 To do
 To close
 Quickly
 Slowly
BASICS (WEEK 11)
BASICS
Review money and months of the year.
DICTATION
Do combined dictations with ordinals and numbers.

Tell me about your favorite place in Spain
Practice the pronunciation of words starting with “S” and followed by consonants (e.g. Spain)
Refer to UNIT 44.
DRILL (15-20 Q’s):
1. Do you like spaghetti?

2. Ask me if I have any scar
3. Can you use a spoon?
4. Tell me to speak like a man/woman
5. Can you stay here after 10 pm?
6. Are there any stairs in this building?
7. Do you have a stone in your pocket?
8. Can you see the stars from here?
9. Do I stink?
10. Is it steel?
11. Do you have any stain on your shirt?
12. Can you walk straight?
13. Is your name Stuart?
14. Do you have stamps on your passport?
15. Do you have spare keys?
HOMEWORK (WEEK 11)

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VAUGHAN GROUPS TEACHER

VAUGHAN SYSTEMS – canberra TEACHER

Dear Vaughan Teacher,

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

VAUGHAN SYSTEMS – canberra TEACHER

VAUGHAN SYSTEMS – canberra TEACHER

STEP THREE – fill in the skeleton

VAUGHAN SYSTEMS – canberra TEACHER

VAUGHAN SYSTEMS – canberra TEACHER

Need help with understanding Teacher Guides?

VAUGHAN SYSTEMS – canberra TEACHER

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

5 FILLER DRILL TO REVIEW VOCAB 2-5 MIN

7 FILLER AGILITY EXERCISE 2-5 MIN

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

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

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

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

17 AGILITY REVIEW VOCABULARY FROM FIRST HOUR 2-5 MIN

VAUGHAN SYSTEMS – canberra TEACHER

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

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

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

INSERT A DRILL HERE

VAUGHAN SYSTEMS – canberra TEACHER

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

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

INSERT A DRILL HERE

VAUGHAN SYSTEMS – canberra TEACHER

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

END OF THIRD HOUR

VAUGHAN SYSTEMS – canberra TEACHER

VAUGHAN SYSTEMS – canberra TEACHER

END OF THIRD HOUR

VAUGHAN SYSTEMS – canberra TEACHER

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

5 FILLER DRILL TO REVIEW VOCAB 2-5 MIN

11 REVIEW TRANSLATION LISTS FROM UNITS 1 5-6 MIN

VAUGHAN SYSTEMS – canberra TEACHER

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

INSERT A DRILL HERE

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

17 AGILITY REVIEW VOCABULARY FROM FIRST HOUR 2-5 MIN

REVIEW UNIT 2 - Cover another point or review if

21 ACTIVITY PRONUNCIATION EXERCISE 2 MIN

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

23 REVIEW TRANSLATION LISTS FROM UNITS 2 4-6 MIN

INSERT A DRILL HERE

REVIEW VOCAB FROM PREVIOUS CLASS

4 MGP UNIT 3 6-8 MIN

5 FILLER AGILITY EXERCISE 2-5 MIN

VAUGHAN SYSTEMS – canberra TEACHER

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

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

9 ACTIVITY IMPROV SPEAKING, DEBATE OR GROUP ACTIVITY 2 MIN

11 REVIEW TRANSLATION LISTS FROM UNIT 3 5-6 MIN

INSERT A DRILL HERE

END OF FIRST HOUR

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

INSERT A DRILL HERE

15 VOCAB REVIEW EXPRESSION FROM PREVIOUS CLASS 5 MIN

16 MGP UNIT 4 6-8 MIN

VAUGHAN SYSTEMS – canberra TEACHER

UNIT 4 - Cover another point or review if there’s only