ELI Teens - Level Part 1

Program description!

(World Link One)

Aim of this level

ET 1 is a level for beginner students of English. It is the second
level in this six level program. Its aim is to consolidate students
ability to express themselves in this language and exchange
information with others. This is done mainly by sharing who they
are--their personal information likes, feelings, views, abilities and
past experiences. Also, by performing every day situations and
developing specific skills in reading, writing, listening and speaking.
Level 1 recycles much of the content in level Intro. Yet, in this level
students have the opportunity of focusing on question
making,expanding their vocabulary for making descriptions and
managing past tense forms.
Program Description
ELI Teens is a six level program designed for the purpose of guaranteeing that false
beginner students get to reach an advanced level of English in a six year period.
Program Characteristics:
Communication as a goal and every day opportunity:
This is, above all, a communicative program. Its main goal is to guarantee that students
develop a sense of confidence and interest in communicating in English in and out of the
classroom. In this program students use English to communicate with the teacher and
other students in the classroom-- to share their opinions, experiences and ideas. This
means that students in ELI Teens learn English by communicating in English in every
class. They also act out different situations that enable them to carry conversations in
English, perform different every day tasks, and enjoy the opportunity of learning about
different topics and enhancing their reading and writing skills in English.
Content and Skill Based:
This program is content based. In that theres a specific content in each unit and lesson
that serves as the greater context to the programs goals and objectives. It is also skill
based because students learn and practice English through the different reading, writing,
listening and speaking activities. Skills are woven together in every class to guarantee
their integration. Thus, students get to respond to what they read and listen to, orally or
in written form. They also use speaking and writing activities as a way to get ready to read
and write.
Process and Product Oriented:
Communicative goals in this program grant it an orientation on the results that can be
achieved from each lesson. Yet, it also concentrates on the process by which students get
to practice the goals and objectives over and over again as a way to master them.
Therefore, process becomes a goal of its own. This is the reason for having recycled
goals that are worked all throughout the level and for providing teachers with core

activities that encourage teachers to approach the content in different ways over and over
again.
The textbooks for this program are lexical based. Thus, our methodology intends to make
good use of such textbooks in showing meaning of words and expressions, checking for
their understanding and use in communicative tasks, readings, listenings and situational
activities.
Program Elements:
Topic based units within the World link textbooks and workbooks. These units include
vocabulary presentation and practice, grammar reinforcement, reading texts and
dialogues and listening texts, among others.
A video program that presents and reinforces the use of the language in a modern and
fun way with three video options per unit. Students are required to watch at least one of
these options three times or more per unit.
Listening
activities that engage the students on the use of correct pronunciation and

fluency.
Dynamic vocabulary that presents a real use in everyday life.
An extra curricular reading program that offers the audio scripts for every book.
Assigned projects that will ensue a production from the student for every unit.
Recycled goals that reinforce integral content.
Practice Activities and projects for each unit.
Core Activities: modifiable per degree of complexity, these activities provide a way for
students to be presented with, practice the and produce the language that is being
taught. Here we will give you a detailed description of each core activity so when you see
a core activity within a unit, refer to the description presented below.
!

Students entering this level are able to do most the following:

15. Talk about their likes and dislikes and
1. Greet people in English
16. Order food at an informal restaurant
2. Manage themselves in a classroom
17. Describe their eating habits and others
3. Identify numbers up to 2000
18. Describe their family and report on
4. Describe popular occupations
other peoples families
19. Identify and spell ordinal numbers

5. Give personal information
1-100
6. Describe objects, places and people
20. Talk and ask about dates, including
birthdays, anniversaries and holidays.
7. Confirm information through the use of
21. Describe important holiday celebrations
yes/no questions
8. Ask for location
in the D.R. and the U.S.
9. Ask for ownership of an item
22. Say what chores they do at home and
report on others
10. Tell the time
23. Describe their house/apartment and
11. Find out what people are doing at a
report on other peoples
certain time
12. Say what their routine and schedule
24. Say what theyre wearing and report on
what other people are wearing
are like
25. Complete forms and write their ideas
13. Write their schedule and report on
on different topics in complete
others
14. Say what they do on weekends and
sentences.
report on what others do and dont do.

!
After finishing this level students will be able to:
1. Compare themselves to a family
14. Use ordinal numbers 1st - 1000th
member.
15.
2. Use formal/informal ways to greet
16. Talk about peoples weekends
people
17. Interview people about their childhood
3. Report on how people are feeling
memories
4. Say and ask what people are doing
18. Talk about their memories
5. Identify and say the foods they like to
19. Describe physical location of places
eat and drink
within their neighborhood
6. Express the things they need for
20. Ask and give directions
different purposes
21. Read descriptions of cities and identify
7. Predict the weather
pertinent information such as weather,
8. Say how the weather was and is
housing, transportation, among other.
9. Ask about the weather
22. Ask and say about their free time
10. Give advice on what people should
23. Describe their personality
wear and do in different situations.
24. Express the things theyre good/not
11. Describe vacation destinations in the
good at
Dominican Republic
25. Talk about their habits
12. Do presentations on people who have
26. Say and ask about dreams that people
an impact in the world
have
13. Write true/false statements about
famous people

Unit Description:
This level is divided into two six unit parts. Each unit is divided into two greater lessons for
a total of twelve lessons in each part. The teacher is programmed to spend between three
to four and a half hours per lesson. Thus, each unit should take a maximum of nine hours
of teaching. Notice that this program marks the division of the unit into the two lessons in
its module plan. Given that the books division has proven not to be the most convenient
one.
Each unit in ET 1 counts on the following elements:
1. Module planning: The module plan proposes goals to be put together into one
lesson for your convenience.
2. Recycled Goals: these goals will ensure that students get everyday exposure
to integral language.
Songs for this Unit: here you will be presented with a song that can relate to the unit and
some ideas on how to work with it.
3. Video lessons: The teacher is to choose among the three types of videos for
students to watch one of them on their own at least three times per unit and to
accomplish different tasks with it. Refer to the video core activities for the
reference of each video.
4. Extra practice activities: former homework, here youll give the student a
chance to keep using the material presented in class outside the classroom.
5. Unit Project: These are extra practice activities marked in bold. The teacher
needs to choose at least one per unit.

I.

6.
7.
8.

Core presentation, practice and production activities

Presentation
Showing the meaning of the topic by:
1. What comes to your mind: Providing a title and eliciting information from students
to find out how much they already know
2. Word Splash: having students figure out what theyll be talking about.
3. Icebreakers and/or Check-Ins: these can serve to scaffold the topic as long as
you ask questions that introduce the topic and have students make predictions on
what the topic might be.
4. Mind-maps: with the general topic and doing branches for its different takes. And
telling students which one you will be focusing on.
5.

Showing the meaning of the grammar by:

Doing Input Flood: elicit information. The information can be on a reading, listening
or unit opener activity. Then build examples or models with it where students can
begin seeing the works of the language. Say the phrases (models) as much as
possible. And do repetition work with them too.
Personalizing: Using students own information to build the models and doing Input
Flood with it.
Examples and visual images: For example, schedules and a 0 to 100 % to talk
about frequency adverbs where 100% is always and 0% is never.
Drills: Students follow a pattern to build their own sentences. This can be done orally
and in written form.

Showing the meaning of vocabulary by:

9. Lets make a list: The teacher says a topic and asks students to write down all
words and expressions that come to mind, for example grocery shopping.
10. Categorizing: Presenting words that go together, for example classify your previous
list into things you eat and things you drink.
11. Synonyms and Antonyms: Students are asked to come up with synonyms and
antonyms for given words.
12. Playing with pre-fixes and su-fixes
13. Collocation (words that go together). For example: make (your bed),
breakfast/lunch/dinner/food, friends. Dont say make homework/work.
Checking for understanding by:
14. Asking smart questions: These are questions that give students options and make
them think quickly on what would be best. Their instant answer lets the teacher know
how much they understand.
For example: a). Checking the meaning of eating/drinking/having Can I eat water?
Can I drink water? Can I have water?
b). Checking the meaning of the present progressive and the present perfect. Are
we having a good time in class? Or Do we have a good time in class?
Working on pronunciation:
15. Playing with word lists: Identifying tricky sounds, counting syllables, figuring out which
syllable has the stress, identifying silent letters, identifying the schwa sound
16. Classifying words according to different categories: number of syllables, beginning /
ending sound, etc.
17. Class Shadow reading/I read you read/ I read you repeat

18. Playing with sentences: Identifying tricky words, figuring out which words carry the
stress, identifying word blends, identifying intonation.
19. Class Shadow reading/I read you read/ I read you repeat with sentences.
20. Choral and individual repetition: read a word, read a phrase, read another phrase put
phrases together.
Practice
Reading and Listening:
Pre-reading/listening activities: the goal of pre-reading/listening activities is to scaffold
the text--for students to become familiar with what they are about to read or hear. We
want this to happen to the point that when they do so they already know what they are
listening or reading about and feel like they only need to go a step further by finding out
more about what they already know. In other words, we want to prepare students to
succeed in reading or listening to the text.
Present the listening or reading by:
1. Introducing the topic by finding out how much students know about this topic?
Making Predictions through the title, Word Splash or pictures.
2. Presenting vocabulary (see activities for showing meaning of vocabulary).
3. Asking students to focus on gist as they first read or listen. Identify the gist.
Working on listening and reading activities: Other practice activities with listening
and reading highly depend on the goals youre pursuing.
4. Catch a phrase: Ask students to hunt for words or phrases related to the vocabulary
and or grammar.
5. Retell it: ask students to find out specific information that would later help them retell what they think they heard or read about. Activities that have to do with re-telling
are always best if students who are being given the information need it for another
purpose.
6. Organize it: Students need to get specific information from the reading or listening to
re-organize it into something else. For example turning affirmative statements into
negative ones, working on true and false statements about what listen to, they read or
Giving stories a twist by changing their tone, etc.
7. Personalize it: Students use the information in the reading or listening as a way to
get ready to personalize it. For example: Using the reading as a model for something
they will write later on.
8. Reading as a skill: working on skimming, scanning and reading for specific
information skills. These kinds of activities are usually timed ones.
9. Reading outloud activities: Shadow reading, I read, you read, I read you repeat,
look up and say technique, human computer, reading with emotion and acting out.
Writing activities
10. Express your ideas by following an exact pattern or model (this is done by only
substituting certain words or phrases within the pattern).
11. Writing as a form of class communication: respond to what you read, draw
conclusions, share your experiences, etc
12. Sentences, letters, e-mails, (by following a pattern at first that would serve as a
scaffold). Later without the pattern
13. Class surveys and Find Someone Who (this is especially useful for working
on question making)

14. True and False activities

15. Paragraphs, essays, etc.
16. Vocabulary notebooks + words of the week
17. Fluency writing activities
Process writing:
1. Give the topic
2. Give a limited time for students to write everything that comes to mind
3. Have the read what they wrote and make corrections (understanding: is this what
you want to say?)
4. Have others read what they wrote and comment on it
5. Re-write and proof-read (grammar and mechanics)
6. Write final draft.
Speaking activities:
17. Spelling practices: several activities can be used to focus on spelling practice:
o Syllabelize: have students keep records of the words of the day and divide
them by syllables.
o Tongue twisters: with these you can focus on a pronunciation pattern and
follow it as if they were ice breakers.
o Identifiers: students will every now and then underline nouns with red, verbs
are yellow and adjectives and adverbs are underlined green. This will be
done within readings to encourage students to identify parts of speech.
18. Follow the pattern: Express your ideas by following an exact pattern or model (this
is done by only substituting certain words or phrases within the pattern). Partners or
group members have the correct version.
19.Q & A go around: students will make a circle. Define the topic (age, name,
preferences, etc...). 1st student asks the student on his right how old are you?,
student answers I am 25 yrs old, circle keeps going until everyone has asked and
answered.
20. Role plays: These are similar to the activity above. The difference lies in that students
are encouraged to take in roles and to give what they say the emotion that comes with
the type of dialogue they are having. Role plays can be worked on in phases
1st You read the text for gist and detail
2nd You explore possibilities for variations of the conversation
3rd You do practices for reading out loud so students would work on
pronunciation
4th Students act out the conversation without the script
19. Scenarios and Improvisational Dialogues
Students are given different scenarios and they have to improvise on
You will see some of
what to say or do. You may want to use phrases as prompts for this.
these core activities
already adjusted in
every unit, and
some extra ones.

II.

Video Core Activities

These activities guarantee an easy pack of adaptable tools for working with video.
1. Catch a phrase: this activity will have students listening for phrases or words
throughout a video. These phrases/words can be previously discussed in class,
related to a topic or just random phrases that they have to catch and jot down.
The working with the caught phrases can be then use for pronunciation and
use.
2. Shadow talking: try repeating or talking along the characters on a video by
following the subtitles. Focus on your own intonation or pronunciation while
doing so and then try saying some of the phrases alone.
3. Play with intonation and stress: here, find a line, phrase or word and do a
human computer kind of activity in which you repeat enough to master the
correct intonation and word stress.
4. The whs: answer while you watch the video the 6 wh- questions (what? how?
who? when? where? why?).
5. Interviewing: this is a variation of the previous activity in which students have
to report the answers of the questions as if they were being interviewed.
6. Silent viewing: students have to watch the video, sound off, and create a
dialogue on whats being said.
7. Blind listening: opposite of the previous activity. Here students listen to whats
happening and they have to describe the physical situation of the characters.
8. Silently speaking: here have students sit in pairs, a group facing the TV and a
group the opposite wall. The group facing the TV will be presented a clip of a
video which they have to describe to the person giving the back to the TV.
Video is mute. After, a second clip is played but people invert places so that
listeners become describers and vice versa. In the end everybody watches the
whole clip and share their impressions.
9. Create the ending: students are presented a clip and such is stopped minutes
before its conclusion. Students have to write and act a new ending for the clip.
10. Retell it: here half of the class leaves the classroom and the other half watches
the 1st part of the clip. The outer half comes in and the ones who stayed have
to retell the story. Same process but different group done with 2nd part of the
clip. Then watch as a whole and share impressions.
11. Whats the next line?: teacher plays video and while students are watching,
pauses it, so that students have to predict the next line of the conversation.
12. Re-model: students will role play what was happening in the video but
personalizing it.
13. Fill out information: prepare a worksheet for students to complete while
watching a video. This is a kind of scanning exercise for video watching.
14. Model it: students will model the conversation or situations happening in the
scene.
15. Describe the something: students have to describe a selected character,
object or situation.

III. !
Recycled goals for level 1 part 1
These goals are introduced as they appear in the program and are to be worked on
constantly from then on.
1. Asking and giving personal information
2. Describing people, objects and places in detail both orally and in written
form.
3. Identifying past forms of both regular and irregular verbs
4. Talking about what they did yesterday/ on weekends/ last month
5. Talking about their routines, likes and dislikes and opinions
6. Asking and answering information questions and yes/no questions with the
right intonation.
7. Reporting on others.
8. Using different types of greetings and farewell expressions.

1. Irregular verbs: This list is to help your students learn the most common irregular verbs
in English., e.g. do, did, done. It's in fact a table with some basic rules of how different
verbs change or not change in the Past form.
2. Wh- questions: A game intended to practice question words + Past Simple, but it can
be used to practice questions with present simple or any other verb tense. Procedure:
The students should be divided in groups of 4 or 5 people. Each group gets a set of
Wh-question words (where, when, how, who, what). Place an easy-to-sit-on chair in
front of the board. The teacher reads an answer; the groups send someone to sit on
the chair carrying the right question word. The student who sits there first has a chance
to produce the whole question and score 5 points. If the question is wrong, another
group can give it a shot, but this time it is worth 10 points. In case you have a tie or you
want to spice it up, you can use the bonus/challenge round (especially with stronger
groups). It's worth 20 points each correct question, 40 if the first groups gets it wrong.

Unit 1
3.
4.
5.
6.
7.
8.
9.
10.
11.

12.
13.

1.Introduce themselves and exchange personal information about themselves and others. Spell their
names (e-mails) and their classmates.
2.Listen for spellings and to other peoples personal information for the purpose of retelling it.
Tell the hobbies in English for people in the class and say more about them by talking about how they
practice them and or about what they do exactly.
Fill in forms.
Write an e-mail to a friend telling him or her about your (new) friend from the English class
Conduct a class survey to find out more information about each other and report on their findings
Talk about what famous people look like and dont look like
Listen to peoples physical descriptions and identify who they are talking about
Write up descriptions of people in the class Share their descriptions with other classmates Figure out who
they are talking about
Students describe themselves physically and say who they look like in their family
Students write an e-mail to a visitor that they dont know. They describe themselves so the visitor may
recognize him/her at the airport.
Students ask and answer the question who do you look like?
Scan a text for details on celebrity doubles and a specific celebrity doubles

Goal #1: Introduce themselves and exchange personal information about themselves and others.Whats your
name?, Whats your e-mail address? Whats your phone number? How do you spell your name/last name? Whats your
nickname? How old are you? Where do you live? What do you do? Are you single/in a relationship? How big is your
family? Where are you from? What are your interests/hobbies? Tell me about yourself.
Note: Students are expected to be able to make these questions spontaneously. As well as to answer them with
a high degree of fluency.
1.3 Use be to tell peoples age, occupation, characteristics and grade
1.4 Use phrases to confirm and clarify information, such as; can you say that again? excuse me? whats your (last name)
again?
1.5 Spell their names (e-mails) and their classmates.
1.6 Listen for spellings
1.7 Ask and give the names and information of their classmates using his/her
1.8 Match the questions above with their possible answers
Goal #2 Listen to other peoples personal information for the purpose of retelling it.
2.1 Use subject pronouns (she,he) to report on other peoples personal information. As well
2.2 Use the verb be in present as well as other verbs in simple present tense to talk about peoples personal
information
2.3 Use negative statements to talk about peoples personal information by following the pattern he/she doesnt like
merengue.
2.4 Use connectors such as and and but to compare and contrast ideas. For example; he is from the Dominican
Republic but he doesn't like merengue.
Goal# 3 Tell the hobbies in English for people in the class and say more about them by talking about how they
practice them and or about what they do exactly.
3.1 Identify hobbies for people in the class
3.2 Ask and answer the question what do you do exactly?
3.3 Use I play/practice/dance/build/collect other verbs to give a better idea about what they do.
3.4 Use and, but and too to compare and contrast
3.5 Use the pattern Subject+Verb+direct object. As in, I I play baseball
3.6 Use the correct subject pronoun to substitute peoples names. (I, you, he, she, we , you they).
3.7 Use the correct possessive adjectives to talk about peoples names, hobbies, phone numbers etc
3.8 Distinguish between when to use a possessive pronoun (my, your, her) and when to use a possessive adjective
(mine, yours, hers)
3.9 Use the third person singular for verbs other than be
Goal # 4 Fill in forms.
4.1 Identify titles in forms

4.2 Fill out forms with personal information: name, address, telephone, hobbies and e-mail address, relationship
status, etc.
Goal #5 a)Read about two students differences and similarities and report on them
5.1 Complete a cloze reading activity with the correct form of the verb
5.2 Make a list of these peoples similarities and differences
b) Write an e-mail to a friend telling him or her about your (new) friend from the English class
5.3 Use the reading as a pattern (cloze activity)
5.4 Use the following words and expressions to link and expand on their ideas: too, both, and, but
5.5 Follow the pattern noun, verb direct object. For example, I love bachata but Monica doesnt like it.
5.6 Identify words and expressions theyd want to use to introduce and conclude the e-mail.
Goal #6 Conduct class surveys to find out more information about each other and report on their findings
6.1 Differentiate between information questions and yes/no questions (the former are used to find out specific
information, while the latter is often used either to confirm information or to get a quick response the implies an only
choice).
6.2 Differentiate between yes/no questions and information questions in terms of pronunciation. (yes/no)rising
information (rising and falling)
6.3 Use the simple present tense and be in present to report on peoples personal information
6.4 Use complete sentences to answer both kinds of questions
Goal #7 Talk about what famous people look like and dont look like
7.1 Identify adjectives that describe peoples age, height, weight, eye color, hairstyle and hair color.
7.2 Collocate adjectives in the right place. For example, he has big, blue eyes. She has straight blond hair.
7.3 Ask and answer the question, What does (Robert Pattinson) look like?
7.4 Identify famous people from the Dominican Republic, the U.S. and other parts of the world.
7.5 Differentiate between the use of be and have when describing people
7.6 Use the simple present tense to talk about peoples looks
7.7 Use has for the third person singular
7.8 Use the expression he/she is in his twenties
7.9 Match descriptions of famous people with their pictures
7.10 Turn affirmative statements into negative ones and vice versa.
Goal #8 Listen to peoples physical descriptions and identify who they are talking about
Goal #9 a) Write up descriptions of people in the class b)Share their descriptions with other classmates c)
Figure out who they are talking about
9.1 Write descriptions of different people in the class and exchange them
9.2 Use yes/no questions to find out who is being described
Goal #10 Students describe themselves physically and say who they look like in their family
Goal #11 Students write an e-mail to a visitor that they dont know. They describe themselves so the visitor may
recognize him/her at the airport.
Goal #12 Students ask and answer the question who do you look like?
12.1 Students use the pattern I look like (my mother)/ I dont look like my father / I dont look like anyone in my family to
answer this question
12.2 Students use expressions, a little, at all Im just like (my father) and are able to place these expressions correctly in
a sentence.
Im just like my mother. I dont look like my father at all. I look a little like my grandmother.
12.3 Students differentiate between the questions what do/does you/he/she look like? And Who does/do he/she/you look
like?
Goal #13 Scan a text for details on celebrity doubles and a specific celebrity doubles
13.1 Identify specific information regarding celebrity doubles and a specific double for an actor
13.2 Report on what celebrity doubles do using the simple present tense pattern
13.3 Write their own true/false statements on what celebrity doubles do
Module Plan
Lesson A: goals 1 - 6

Lesson B: goals 7 - 13

Practice Activities:
Describing people cards: This is a set of speaking cards on DESCRIBING PEOPLE each card contains a Picture
and related information: name, age , country, physical description, clothes and interests. Students pick up a card
and introduce the person in the picture in the 3rd person singular: His name is John./ Her name is Kate. Hes
got/ Shes got short brown straight hair.

Describing people worksheet:Elementary- intermediate levels. Vocabulary and rea ding, writing and speaking

Asking for personal information: This information gap worksheet can be used to practice in pairs (or mingle)

exercises
asking and giving personal information, as well as revising the alphabet and the numbers. It would be useful to
go through the questions they should ask, etc. Also, a variation of this activity could be to ask their own
partners for their personal information.

Christina Aguilera - Beautiful: It's a nice activity to work out the use of TO BE verb with very early levels.
There's also a vocabulary activity. I would ask stds to complete the vocabulary activity firstly and then explore
them further by finding the words in the lyrics. The song in itself is a very simple filling in the blanks activity.

Who are you? For teens/adult, complete beginner students - When using your own personal information
becomes too boring (and too easy), use this activity to change things up. Each student receives a card with their
'new' identity and then practices asking and answering questions using their new identity. There are 24 identity
cards from around the world with 6 blank cards to add more. I included notes on how I introduce this activity.
Identity cards could be modified to use for younger students. Information listed on each card: name, age, city of
residence, nationality,
profession, marital status, children.

Video for this Unit
Good morning world
Core activities:
Fill out information: focus on personal information for both the intern and the
hairstylist
Model it

Project for Unit 1:
Make a presentation for the class describing a famous person both physically and personally

Unit 2

1.Greet people in formal and informal ways in English

2.Read the article World Greetings to find out how people usually greet each other in
different parts of the world
3.Ask people how they are and respond to others when they ask you about how you are
4.Ask and report on how other people are feeling
5. Listen to people having conversations and identify how they feel and why.
6. Look at pictures and say whats going on and what people are doing
7. Say what people in their family are doing while they are in class
8. Read In our House Tonight and identify what different people are doing
9. Write a paragraph under the title In our house tonight explain whats going on in their houses tonight.
10. Read different peoples paragraphs and ask yes/no questions to find out who wrote them.

Goal #1: a)Greet people in formal and informal ways in English

1.1 Identify greeting gestures in English such as, a kiss, a bow, a handshake, a hug.
1.2 Identify titles in English such as Mister, Ms. Mrs. and Miss
1.3 Use titles plus last names
1.4 Connect gestures and titles to formal and informal ways of greeting others
1.5 Use questions and expressions such as, how is it going?How are you doing?How are you? Whats up? Fine, O.K.,
alright, pretty good, great, so-so, not so good, how about you?
1.6 Classify the questions and expressions above into formal and informal ones.
b) Read the article World Greetings to find out how people usually greet each other in different parts of the world
1.7 Answer True or False statements about the article.
1.8 Turn false statements into true ones
1.9 Say greeting they use in different situations
Goal #2 Ask people how they are and respond to others when they ask you about how you are
2.1 Ask people directly about how they feel by using the question, how do you feel?
2.2 Respond to peoples negative responses when you ask them about how they are by asking them why they feel the
way they do by using Whats wrong? and Really?
2.3 Use the pattern (Im) (a little) (tired) and (hes)/(kind of) tired to talk about feelings when they are not very strong.
2.4 Identify common situations for people to feel different ways. For example; I have a lot of work, I worked a lot today, I
skipped (breakfast/lunch/dinner), I have/had a (work) problem, I have a problem at home. Im confused about the
homework, Im worried about the test etc.
Note: the point here is to identify what situations are common to students so
they may express them when asked whats wrong or whenever they feel like expressing why they are happy on a daily
basis. In this unit were not into
giving people advice on what to do. Were just sharing how we feel and why whenever possible.
Goal #3 Ask and report on how other people are feeling
3.1 Use Im (tired), hes (confused)/shes excited, etc. To talk about how others are feeling
3.2 Use subject pronouns (I, you, he, she, we, you they) correctly
3.3 Use contractions for subject pronouns plus the verb be.
3.4 Use the question how are you feeling?/How do you feel right now? to find out exactly how people are feeling
3.5 Identify common feelings and emotions, such as : tired, confused, excited,
embarrassed, hot, hungry, thirsty, confident, angry, bored, cold, upset, sick, relaxed, busy stressed, nervous, calm,
proud, shocked, surprised, afraid, nervous, rushed, etc.
3.6 Use the pattern (Im) (a little) (tired) and (hes)/(kind of) tired to talk about feelings when they are not very strong.
3.7 Identify feeling words that have similar meanings, opposite meanings, positive and negative connotations
Goal #4 Listen to people having conversations and identify how they feel and why.
Goal #5 a) Look at a pictures and say whats going on and what people are doing b) Say what people in their
family are doing while they are in class
5.1 Identify common actions such as; talking, listening, smiling, crying, looking,
waving, taking(a class), sitting, barking, shouting, cooking, eating, having (coffee or a drink), playing, working, studying,
reading, watching t.v., talking (on the phone), reading (the newspaper), singing, etc.
5.2 Use the pattern subject +be+verb+ing to talk about whats currently happening
5.3 Answer the question what is your (husband) doing?/What are people in your
family doing right now?
5.4 Use negative statements to talk about what people are not doing. For example, Im not watching t.v., Im taking class.
5.5 Use expressions I think, I bet, I imagine, I guess, probably to talk about their hints on what they different people in
their family might be doing at this moment.
5.6 Put the expressions above in the right place in the sentence.

5.7 Identify spelling rules for verbs ending in -ing

Goal #6 a)Read In our House right now and identify what different people are doing and what they are doing
6.1 Identify the people who live in that house and the relationship to the writer.
6.2 Identify how these people feel, why and what they are doing tonight.
6.3 identify the use of the present progressive to talk about activities that are happening soon.
b) Write a paragraph under the title In our house right now explain whats going on in their houses tonight.
6.1 Identify the people who they live with
6.2 Say what they are doing
6.3 Use and and but to compare and contrast their ideas
6.4 Say how they think people feel and why whenever you find it suitable
Goal #7 Read different peoples paragraphs and ask yes/no questions to find out who wrote them.
7.1 Write yes/no questions in present progressive
7.2 Use complete responses when responding to yes/no questions.
In our House Right Now
My mom brought me here rushing. Im my moms oldest son and Im the only one who has to go to afternoon clases.
Right now I bet my little sister, Rosa, is doing her homework, while dad is arriving from work. Risitos, my dog, must be
waiting for me by my bed, desperate. The help, well I am sure shes watching soap operas.
Module Plan
Lesson A: goals 1 - 5

Lesson B: goals 6 - 10

Practice Activities:
Formal vs. Informal greetings: A omparasion of formal and informal greetings, introductions and goodbyes. A
good way to begin preparing for business like role plays. Important for students to identify proper vocabulary
rather than slang. It was a great help in guiding students for there individual roleplay.

Word search puzzle: Elementary level word search on feelings and emotions.
Students need to find sixteen words hidden in the grid. Vocabulary included: exhausted, furious, hysterical,
shocked, sad, happy, confident, depressed, surprised, frustrated, nervous, lonely, in love, jealous, disgusted,
shy. Excellent for homework or to fill a few spare minutes in the lesson

What are the Simpsons doing? This worksheet will help your students practice speaking and describing
pictures using Present Continuous. The students must describe the picture of the Simpsons family using the
words and expressions given below and/or in their own words. Have fun!

Present continuous for descriptions: Encourage students to work in pairs. One should describe a picture using
the present continuous tense and the other student should draw what he/she hears. Then they compare their
pieces with the original paintings. It's fun and useful to work on this topic!

What are they doing? This is a 2-page worksheet for teaching or revising the
present continuous tense. Recommended for elementary students who are asked to look at the picture and write
sentences using the verbs given and ask and answer questions according to the example given.

Video for unit 2
City living

Core activities:
o Silent viewing
o Catch a phrase
o Re-model: with greetings in their cities

Songs for unit 2

Be Happy - Bobby McFerrin

Project for unit 2:
Write a model of In our house tonight about what people from their house are doing while they take

classes.

1.Identify common foods and drinks by saying what they are using full sentences
2.Say what foods and drinks are good for them and which arent.
3.Say what foods and drinks they eat and drink often sometimes or never
4.Ask others about what they eat and drink often, sometimes and never and report on what
others say
5.Ask others and say if they eat fresh foods, prepared foods or both.
6.Listen to a conversation and identify Allisons shopping bag from what they hear. Also say whats
new in the bag.
7. Make a list of the things they find in their fridge and the things theyre missing and share it with a
partner.
8. Read a conversation about things we need out loud
9. Plan for a class party a)by deciding on what they want to bring and b) writing a dialogue where they
talk about the things they need.
10. Read about peoples shopping habits--where they go shopping, who buys the food in the house,
shopping on-line, going window-shopping etc.
11. Write a paragraph under the title my shopping habits by following both of the readings as models.

Unit 3

Goal #1 Identify common foods and drinks by saying what they are using full sentences
1.1 Identify food and drinks vocabulary words based on the word-bank on p. 22a in the teachers guide
1.2 Categorize vocabulary items into: meat and poultry, seafood, vegetables, fruit, dairy and drinks
1.3 Use a, an, some and any to talk about foods and drinks
1.4 Divide nouns related to foods and drinks into count and non-count ones.
1.5 Connect non-count food items to the pronoun its.
1.6 Use its an egg/Theyre grapes. This is we use a/an to identify singular items but we dont use some/any to identify
plural ones.
1.7 Use quantity adjectives and containers to identify foods and drinks
1.8 Connect food items to quantity adjectives and containers often used to identify them such as; a bottle of, a loaf of, a
head of, a carton of, a bunch of etc.
Goal #2 Say what foods and drinks are good for them and which arent.
2.1 Use the pattern noun+ be+ good/not good for you.
Goal #3 Say what foods and drinks they eat and drink often sometimes or never
3.1 Use the pattern I often/sometimes/never eat chips
Goal #4 Ask others about what they eat and drink often, sometimes and never and report on what others say
4.1 Use the pattern which things do you eat or drink often? sometimes? never? to find out about people eating habits.
4.2 Use the pattern he/she often/sometimes/never eats chips to report on other peoples eating habits
4.3 Use the pattern I eat a lot of (almonds)
Use the negative pattern to talk about things they dont eat
Goal #5 Ask others and say if they eat fresh foods, prepared foods or both.
5.1 Categorize food items into fresh and prepared ones
5.2 Use the pattern do you usually eat fresh food or prepared food? to find out about peoples eating habits
5.3 Connect yes/no questions to either or choices.
5.4 Use the pattern do you eat fresh foods or prepared ones? to ask people about this

Goal #6 Listen to a conversation and identify Allisons shopping bag from what they hear. Also say whats new
in the bag.
Goal #7 Make a list of the things they find in their fridge and the things theyre missing and share it with a
partner.
7.1 Use theres/there are there is no/ there arent any to classify items in their fridge.
7.2 Use there is a lot/some-/there is no/there isnt much/there isnt any, there a lot of/some, there arent many/any when
talking about non-countable items.
7.3 Distinguish the difference between there arent any/many and there isnt much/any
Goal #8 Read a conversation about things we need out loud
Goal #9 Plan for a class party a)by deciding on what they want to bring and b) writing a dialogue where they talk
about the things they need.
9.1 Use their refrigerators list to write a dialogue where they talk about the items and ingredients they have and those
they need to by.
9.2 Use there are some/ and there arent any when talking about non-countable ones.
9.3 Use of we as a pronoun
c) Act the dialogue out
Goal #10 a)Read about peoples shopping habits--where they go shopping, who buys the food in the house,
shopping on-line, going window-shopping etc.
10.1 Distinguish between the use of the words shop and shopping as noun, verbs and adjectives.
b) Talk about their shopping habits--where they go shopping, who buys the food in the house, shopping on-line,
going window-shopping etc.
10.2 Distinguish between the use of the words shop and shopping as noun, verbs and adjectives.
Goal #11 Write a paragraph under the title my shopping habits by following both of the readings as models.
11.1 Use phrases with adverbs of time to talk about how often they shop for clothes/food, others. For example: I do a lot
of (grocery, on-line, window)-shopping I seldom go to the supermarket, my (mom) usually does the shopping, I never/
always/sometimes go shopping for clothes.
11.2 Say the name of the place(s) their parents go to to shop for different things, what they can buy there and why they
like it .
11.3 Work on attractive sentences to introduce and conclude their paragraphs like I love shopping, Im happy to admit to
say Im a shopping freak, Im not into shopping, etc...
Goal #12 Listen to a conversation and identify the types of market theyre talking about, and specific answers to
given questions.
Goal #13 Skim through an article on garage sales and match the missing title to each paragraph
13.1 Identify the concept of skimming --reading something quickly so as to get the general idea.
Module Plan
Lesson A: goals 1 - 8

Lesson B: goals 9 - 13

Practice Activities:
Food/ countable and non countable: Complete worksheet on countable and
uncountable nouns, use of quantifiers, containers and quantities and food vocabulary. It includes a
grammar guide and more pages with 7 different tasks.

Countable/non-countable nouns: This is a card game to practice uncountable and countable nouns. To do this
lesson, you should print 3 copies of this and cut into cards. Each card has a different picture (all of the pictures I
got from either Google images or from Word images). Pass the cards out to students (or groups/pairs of
students, depending on the size of the class), making sure that no group has more than 1 of each picture. The
goal is to get the most points; 3 like cards equal one point. The student/group must choose another
student/group, and ask them is they have the card. EX: Group 1 says Group 2, do you have any apples? If
group 2 has an apple card, they must give it to group 1, and answer Yes, we have some
apples (or if they dont, No we dont have any apple). If one of the groups makes

a mistake in the question or answer (or in some cases the group forgets to answer) ie Yes, we have any applesthey must give one card of their choice to the other group.

Shopping: This is a dialogue about shopping. The student has to fill in with how
many, how much, some and any.

Have to/dont have to: This worksheet consists of 20 pictures and 20 sentences with gaps. The students have to
complete the sentences with the affirmative,
interrogative form to express obligation and the negative (don't/doesn't have to) from to express lack of
obligation. The key to the exercise is included. Hope it's useful!

Video for this Unit
City Living:

Core activities:
o Whats the next line?
o Create the ending

Project for this Unit:
Write an e-mail to their mother/father, specifying they things that are needed at the house from the
supermarket.

1.Listen to the weather forecast and identify what the weather is going to be like for the next
three days
2.Say what the weather was like yesterday and the day before at different times. Say what
the weather is like today and what it is going to be like later today and tomorrow.
3.Say what the weather has been like for a specific number of days.
4.Ask and answer the questions: Whats the weather like today? What was the weather like
yesterday? what is the weather going to be like tomorrow afternoon? What has the weather been
like in the past few days? Plus, yes/no questions regarding weather in the different tenses
Read a dialogue on getting ready to go on vacation and giving advice on what to wear out loud.
Give people advice on what to wear to different occasions using the expressions on giving and receiving
advice such as; (I think) you should, (I dont think) you should, you shouldnt why dont you (pack
light) ...? really? I dont think so, Id rather not, I think Ill be o.k. Use but, and or so to justify their
suggestions
Read and ask and answer questions on the weather in the States for the past week in a Find Someone
who activity. The purpose being if everyone gets the same/right information.
Read about the weather from where a student lives a) complete with the correct form of the verb b) Read
the description out loud
Write a weather description for the Dominican Republic. Whats the weather like in the Dominican
Republic?
Describe vacation spots
Read and use a How much do you know? (Find Someone Who Style) to find out how much people know
about vacationing in the Dominican Republic
Read about one out of three vacation destinations. Find out more information about your destinations and
use it to convince two other partners on where to go on their next vacation.
Write a response letter to a friend from Canada whos considering coming to the Dominican Republic on
her next family vacation in the Summer. Make sure your letter includes: your opinion of the Dominican
Republic as an option for family vacation, the weather in the Summer, activities, what they can find in
different locations, greeting and farewell expressions, things they should and shouldnt do.

Unit 4

5.
6.

7.
8.
9.
10.
11.
12.
13.

Goal #1 Listen to the weather forecast and identify what the weather is going to be like for the next three days
1.1 Identify all possible weather conditions
1.2 Use its as the subject pronoun to tell the weather.
1.3 Use theres to talk about weather issues. For example; theres a (severe) storm on the eastern part of the U.S.
Theres a hurricane warning for the D.R.
1.4 Use going to to talk about what the weather is going to be like.
1.5 Identify the different parts of the day and the use of in, at and around such as; in the morning, in the afternoon,
at/around noon, in the evening.
Goal #2 Say what the weather was like yesterday and the day before at different times. Say what the weather is
like today and what it is going to be like later today and tomorrow.
2.1 Describe the weather by combining statements that could go together and contrast in regards to weather. For
example: 2.2 Its warm and sunny today. Its warm and cloudy today. Its cloudy but warm today.
2.3 Use expressions and word combinations to talk about different times of the days. For example:
yesterday in the morning= yesterday morning
yesterday in the afternoon= yesterday afternoon
today at night= tonight
before/after sunset/sunrise.
All day long, all afternoon etc...
Goal #3 Say what the weather has been like for a specific number of days.
3.1 Use the pattern it has been (snowing) in the east part of the U.S. for the past (few days)
3.2 Connect the present perfect form with weather conditions that have started in the past and remain the same to this
day.
Goal #4 Say what the weather is going to be like tomorrow afternoon?
What has the weather been like in the past few days? Plus, yes/no questions regarding weather in the different
tenses
4.1 Use was to describe the weather in the past
4.2 Use was + verb + ing to talk about the weather condition at a specific time of the day or for an extended period of
time.
4.3 It was raining (all day long/all morning) yesterday.
Use the contraction whats with all tenses
Goal #5 Read a dialogue on getting ready to go on vacation and giving advice on what to wear out loud.

Goal #6 Give people advice on what to wear to different occasions using the expressions on giving and
receiving advice such as; (I think) you should, (I dont think) you should, you shouldnt, why dont you (pack
light) ...? really? I dont think so, Id rather not, I think Ill be o.k. Use but, and or so to justify their
suggestions
Goal #7 Read and ask and answer questions on the weather in the States for the past week in a Find Someone
who activity. The purpose being if everyone gets the same/right information.
Goal #8 Read about the weather from where a student lives a) complete with the correct form of the verb b)
Read the description out loud
Goal #9 Write a weather description for the Dominican Republic. Whats the weather like in the Dominican
Republic?
9.1 Identify adjectives that would describe the weather in the D.R. For example: interesting, boring, (pretty) boring, (very)
predictable
9.2 Identify phrases theyd want to use when describing the weather in the Dominican Republic
9.3 Use the following phrases: In the summer/winter/fall/spring, I look forward to (summer/month), in (month), (season) is
usually, we dont get any snow in the D.R. It doesnt snow in the D.R. the days are
while nights are
.
(partly cloudy) days are common.
Goal #10 Describe vacation spots
10.1 Identify the aspects that are usually considered when describing a vacation spot. Eg. weather, activities, interesting
things youd find etc...
10.2 Use there is/there are to talk about the things that can/cant be found in different places.
10.3 Use yes/no questions with there is/there are to talk about the things that cant be found.
10.4 Use yes/no questions with there is there are to confirm on the things that can be found.
10.5 Use can+verb+ing to talk about the different activities that can be done in different places.
10.6 Ask yes/no questions with the pattern above to confirm what activities can be done in certain places.

Goal #11 Read and use a How much do you know? (Find Someone WHo Style) to find out how much people
know about vacationing in the Dominican Republic
Goal #12 Read about one out of three vacation destinations. Find out more information about your destinations
and use it to convince two other partners on where to go on their next vacation.
12.1 Use the expressions on giving advice to tell people where they should go.
12.2 Use adjectives to describe places such as; great, awesome, amazing, interesting, fun, etc.
12.3 Use the pattern (the Dominican Republic is a great place to visit because.../this is a great place to visit because...)
12.4 Use descriptive words to talk about the weather conditions.
12.5 Use theres /there are to talk about what can be found in the different places
12.6 Use can+verb+ing to suggest activities people could do in this place. For example, you can go skiing.
I12.7 Identify activities that take the -ing form, such as; (water)skiing, rafting, swimming, hiking, playing golf, surfing,
mountain biking, fishing etc...
12.8 Use the combination of go+activity+ing
12.9 Identify spelling rules for these -ing nouns
Goal #13 Write a response letter to a friend from Canada whos considering coming to the Dominican Republic
on her next family vacation in the Summer.
Make sure your letter includes: your opinion of the Dominican Republic as an option for family vacation, the
weather in the Summer, activities, what they can find in different locations, greeting and farewell expressions,
things they should and shouldnt do.
13.1 Do free writing in order to identify what people would want to say.
13.2 Identify topic sentences people would like to expand on.
13.3 Check that supporting sentences aid in the description .

Module Plan
Lesson A: goals 1 - 6

Lesson B: goals 7 - 13

Practice Activities:
Dressing for the weather: Dressing for the weather wordsearch: find the word and put it into the right box:
Weather, Clothes, Things we do.

Weather and clothes: This is great for beginners. It has lots of weather and clothing vocabulary. It practices
questions such as, "What are you wearing?" "How many..." "What's the weather like?" It is especially good for
Persian students and it has a good mixture of speaking and writing activities.

Beginner conjunctions: This can be used as a test or a work sheet. It is for beginners that have some
vocabulary and can write a simple sentence. The first part is working with conjunctions and, so, but, and.
The second part with subordinating conjuctions in complex sentences. Using conjuctions before, after,
when, while. Overall its good practice.

Giving advice: Here's an easy and useful speaking activity about giving advice for elementary students.
Example activities: Tell your friend about your problems and let him/her give you some advice. Now, listen to
your friend and give him/her some advice.

Video for this Unit
Good Morning World:

Core activities:
o The Whs
o Interviewing: interview each other about what was happening, where, why and with whom?
o Catch a description: what is Costa Rica

Project for this Unit:

Students will individually prepare a weather forecast and present it as a T.V. show.

Unit 5
4.
5.
6.
7.
8.
9.
10.

11.

12.
13.
14.

1.Read an article on people who are changing the word and identify what they do, when or where
they were born and what they want to do to change the world.
2.Introduce themselves by saying when and where they were born, using the different nouns for
people telling what they do, talking about their hobbies, and what they want to do to contribute to
the rest of the world.
3.Listen to people describing their work schedules and some positive and negative aspects about
their work life a) Identify what they do, their work and free days and match some details about their
conversation.
Use ordinal numbers from 1st to 1,000th
Listen to a brief description on the life of Marie and Pierre Curie and answer true and false statements about it.
Complete a text about Marie Currie with the past forms of be.
Work on a Find Someone Who about their lives three years ago.
Talk about their life three years ago. Say how they felt, if they were married or single and what they did for a
living.
Write true and false statements about their lives three years ago and have people guess which are true or
false. Turn false
Write a paragraph about what they did last weekend. a)Think of the following questions and write a paragraph
telling what you did last weekend. How did you like your last weekend? What did you do last weekend? Where
did you go? Who were you with? What did you like most about last weekend?.b) Interview your partner on his/
her last weekend. Write up two more questions youd like to know c) Tell the rest of the class about your
partners last weekend.
Read about other peoples personal heroes a) get the meaning of vocabulary words and expressions from the
context b) Read about one of them out loud c) Re-tell about these peoples personal heroes by using
vocabulary words as cues to remember the details.
Use phrasal verbs with look, such as ; look after, look into, look out for, look up, look down on.
Complete a cloze writing activity about someones personal hero with the correct form of the verb
Write a paragraph describing their personal hero. Whos your personal hero? Is he/she still alive? What is he/
or she like?/What was he/she like? What does he do/what did she do? Why do you look up to this person? b)
Do a mini- presentation to the rest of the class on their personal hero.

Goal #1 Read an article on people who are changing the word and identify what they do, when or where they
were born and what they want to do to change the world.
1.1 Identify vocabulary words for occupations, such as; explorer, speaker, traveler, explorer, ambassador, editor,
musician, speechwriter, politician, director, and researcher.
1.2 Identify other words and expressions from the reading, such as; realized, motto, he has a long career ahead of
himself, though, etc.
1.3 Use was and were to talk about where and when people were born.
1.4 Use the simple present tense to talk about what people do and what they want to do.
1.5 Use suffixes for peoples roles ( their occupations and other roles they play)
Goal #2 a) Introduce themselves by saying when and where they were born, using the different nouns for people
telling what they do, talking about their hobbies, and what they want to do to contribute to the rest of the world.
e.g. I was born in july 1987 in the city of Santiago. I love playing the guitar and eating but i dont like certain foods like
seafood. I would like to make a difference in this world by helping people with scarce resources. b) Say when and
where they were born. c) Use connectors such as and, but, also and though, to compare and contrast their ideas
about the different roles they play.
2.1 Identify the different roles they play.
2.2 Describe these roles by saying what they do and dont do exactly. For example, I play the guitar and write songs. I
like to write whenever i have some free time. Im a ballerina but I dont like dancing regular dancing music.
2.3 Use connectors to compare and contrast their ideas on what they do.
2.4 Use study at to tell where people study.
2.5 Differentiate between study with and study at
Goal #3 Listen to people describing their work schedules and some positive and negative aspects about their
work life a) Identify what they do, their work and free days and match some details about their conversation.
3.1 Identify vocabulary words, such as; schedule, (day/night) shifts and day off.
Goal #4 Use ordinal numbers from 1st to 1,000th

Goal #5 a)Listen to a brief description on the life of Marie and Pierre Curie and answer true and false statements
about it.
5.1 Identify affirmative and negative statements in the past
5.2 Turn affirmative and negative statements in the past into their opposite.
Goal #6 Complete a text about Marie Currie with the past forms of be.
6.1 Connect the meaning of be with ones existence and state of being.
6.2 Use the different forms of be in the simple past--was,wasnt, were, werent.
6.3 Identify the simple past as the tense that is used to talk about the lives of people who have passed away.
Goal #7 Work on a Find Someone Who about their lives three years ago.
7.1 Read, ask and answer yes/no questions in the simple past.
7.2 Identify did as verb used for questions and negative statements in the past.
7.3 Figure out the fact that when did is used the verb stays in its base form.
7.4 Identify the form for yes/no questions in the past both for questions with be and with other verbs.
Goal #8 Talk about their life three years ago. Say how they felt, if they were married or single and what they did
for a living.
8.1 Use be in the past to talk about how they felt and their student life/hobbies three years ago.
8.2 Use verbs other than be to talk about what they did three years ago. For example, places they went to or specific
things they did that year.
8.3 Identify actions in the past form for most common verbs such as; go, do, study, watch, make, read, write, have, read,
take, move. Go to p. 54 in your teachers guide for a complete list of verbs.
8.4 Distinguish between regular and irregular verbs of regular verbs in the past form
8.5 Distinguish between different kinds of pronunciation for regular verbs in the past.
Goal #9 Write true and false statements about their lives three years ago and have people guess which are true
or false. Turn false statements into true ones.
9.1 Write negative statements in the past form
9.2 Use didnt plus the base form for negative statements.
Goal #10 Write a paragraph about what they did last weekend.
a)Think of the following questions and write a paragraph telling what you did last weekend. How did you like your
last weekend? What did you do last weekend? Where did you go? Who were you with? What did you like most
about last weekend?.b) Interview your partner on his/her last weekend. Write up two more questions youd like to
know c) Tell the rest of the class about your partners last weekend.
10.1 Connect questions to their meaning
10.2 Do a free writing activity on everything that comes to mind about their last weekend.
10.3 Read and write yes/no and information questions in the past.
10.4 Use descriptive adjectives to tell about their last weekend
Goal #11 Read about other peoples personal heroes a) get the meaning of vocabulary words and expressions
from the context b) Read about one of them out loud c) Re-tell about these peoples personal heroes by using
vocabulary words as cues to remember the details.
11.1 Identify vocabulary words and expressions and match them to their meaning. Such as; look forward to, look up to
(someone), look for (something), to work for oneself, to be good at, etc.
Goal #12 Use phrasal verbs with look, such as ; look after, look into, look out for, look up, look down on.
Write at least two sentences with each phrasal verb.
Goal #13 Complete a cloze writing activity about someones personal hero with the correct form of the verb
Goal #14 a) Write a paragraph describing their personal hero. Whos your personal hero? Is he/she still alive?
What is he/or she like?/What was he/she like? What does he do/what did she do? Why do you look up to this
person? b) Do a mini- presentation to the rest of the class on their personal hero.
14.1 Use a sentence to introduce this person.
14.2 Use a sentence to conclude their description.
14.3 Use vocabulary and expressions from the unit.
14.4 Choose between the simple present and the simple past as they describe their personal hero.
14.5 Use adjectives that describe people to talk about their hero.
14.6 Say whether their hero is dead or still alive
14.7 Say what this person does for a living and what make his/her special for him/her.

Module Plan
Lesson A: goals 1 - 6

Lesson B: goals 7 - 14

Practice Activities:
Describing people: There are 7 activities: 1-choose the right option 2- read the descriptions and match 3- match
the adjectives with their opposites 4- complete the sentences using the right word 5- match the adjectives with
their synonyms and make sentences 6- word formation 7-multiple choice.

Conceptual map to follow when describing people.

Lexicon building unit: verb look. Students get to hypothesize and build their phrasal verbs. LBN

Simple past and past continuous: This worksheet contains a reading passage, in
which you will find past tenses and some activities for comprehension. There are some other tasks to reinforce
the use of the Past Continuous and some sentences to complete using "When - While" as connectors.

Three simple exercises for practising numbers in class. Made specifically for teaching individuals rather than
groups but can be used in both ways. The second exercise can be adjusted; students can describe the
products, express their opinions on the prices etc.

The worksheet is created to help students introduce themselves. The template contains such items as name,
age, address, family, job, hobby and interests. A student is supposed to fill in personal information to get ready
with the story about himself/herself.

Video for this Unit
City Living

Core activities:
o Catch a description: Rigoberta Manchu, Sun Hes grandmother
o Play with intonation and stress

Project for this Unit:
Students will make a presentation on their personal heroes

Unit 6

6.
7.
8.
9.
10.
11.
12.
13.

1.Identify the past form of most common actions in English and classify them into regular and
irregular verbs.
2.Make sentences with the words above in the past tense.
3.Ask and say what they did last weekend. b)Write an e-mail to a friend abroad to tell him/or her
about what they did last weekend.
4.Find out details about peoples weekends by asking questions about it
5.Talk about their childhood memories. Write from two to three paragraphs under the title My
Childhood Memories to a pen pal in English. Share their favorite childhood memory
Find out details about peoples childhoods by asking questions about it.
Talk about what they did on their last birthday, the day before yesterday on a given day of this past week.
Describe a day in their lives theyll never forget. Ask others details about an unforgettable day in their lives.
Talk about how good their memory is.
Listen to a story about what happened to a person during the night a) identify what they are listening to b) Put
the events in order c) retell the story
Talk about their sleep patterns
Read an article on a study of sleep a) find out its main idea and scan for specific details
Write about the last time they stayed up late, read about other people and ask questions to find out more
about this.

Goal #1 Identify the past form of most common actions in English and classify them into regular and irregular
verbs.
1.1 Match the verbs with their meaning and Identify their past forms
1.2 Classify verbs into regular and irregular. List of verbs: get (up/dressed), eat, drink, go, brush, talk, read, write, sit,
stand, wake, sleep, do, make, take (a shower), have, sleep, live, play, work, feel, sing, run, drive, ride, walk, be, break,
begin, come, fall, feel, know, say, shake, think, like etc.
1.3 Classify irregular verbs into verbs that dont change (run), verbs that only change by a letter (come/came) and verbs
that completely change (shake/shook).
1.4 Identify verbs they want to use in English all throughout the unit.
Goal #2 Make sentences with the words above in the past tense.
2.1 Use time expressions such as yesterday, this (morning/afternoon), last night, last (month/year/weekend ) to make
sentences in the simple past.
2.2 Use the pattern for the simple past in its affirmative and negative forms to make their sentences. (Subject + verb +
predicate/ subject + did + not + base form for predicate).
2.3 Use on+ day of the week to talk about what they did on any given day.
Goal #3 a) Ask and say what they did last weekend. b)Write an e-mail to a friend
abroad to tell him/or her about what they did last weekend.
3.1 Use time expressions to talk about what they did last weekend.
3.2 Use first, next, then, last to talk about what they did in sequence.
3.3 Write a greeting and a farewell line to the e-mail.
3.4 Write a catchy introductory sentence that describes their weekend and a concluding one.
3.5 Use the simple past to talk about what they did at a specific time in the past.
3.6 Use the simple past in its different forms
Goal #4 Find out details about peoples weekends by asking questions about it?
4.1 Identify different question formats and patterns such as questions with be and with other verbs in the Simple Past.
4.2 Distinguish between information questions with what, when, were, and why and yes/no questions and Use yes/no
questions to confirm information
4.3 Identify questions they want to ask others about their weekends.
4.4 Identify the different questions patterns in the simple past
4.5 Ask and answer yes no questions.
Goal #5 a) Talk about their childhood memories. b) Write from two to three paragraphs under the title My
Childhood Memories to a pen pal in English. c) Share their favorite childhood memory
5.1 Identify their memories on their following topics; my house, parents, brothers or sisters, grandparents, food, friends,
toys, music, school and vacation by talking and writing freely about it.
5.2 Identify topics they want to write about
5.3 Choose a topic sentence from their free writing for each paragraph.
5.4 Use connectors to link their ideas.
5.5 Use a catchy introductory sentence and a concluding sentence.
5.6 Write true and false statements about their childhood both in affirmative and negative form for others to say decide if
they are true or false.

Goal #6 Find out details about peoples childhoods by asking questions about it.
6.1 Identify different question formats and patterns such as questions with be and with other verbs in the Simple Past.
6.2 Distinguish between information questions with what, when, were, and why and yes/no questions.
6.3 Use yes/no questions to confirm information
6.4 Identify questions they want to ask others about their weekends.
6.5 Identify the different question patterns in the past.
6.6 Ask and answer yes no questions
Goal #7 Talk about what they did on their last birthday, the day before yesterday on a given day of this past
week.
7.1 Identify time expressions commonly used to talk about what happened in the recent past, such as; yesterday, last
night/week/month/year, the day before yesterday, (two) days ago, on my birthday, on +weekday, on (holiday).
7.2 Formulate questions in the past
7.3 Use the pattern for simple past statements to respond to questions about what they did recently
Goal #8 a)Describe a day in their lives theyll never forget.b) Ask others details about an unforgettable day in
their lives.
8.1 Use the pattern; Ill never forget the day_ to talk about an unforgettable day in their lives
8.2 Use the simple past to talk about an unforgettable day in their lives.
8.3 Formulate questions with when, where, what and why to find out details about an unforgettable day in their lives.
Goal #9 Talk about how good their memory is.
9.1 Take a quiz on their memory
9.2 Read quiz statements out loud
9.3 Report on other peoples memories
9.4 Identify expressions with remember
Goal #10 Listen to a story about what happened to a person during the night a) identify what they are listening
to b) Put the events in order c) retell the story
Goal #11 Talk about their sleep patterns
11.1 Identify vocabulary words such as; get up, go to bed, wake up, fall asleep, during the day, at night, at noon, at/
before/after midnight, the day before yesterday, the day after tomorrow, to be asleep, to wake (someone) up, to stay up
late, to sleep in
11.2 Say what they do when they cant sleep
11.3 Say what they do right before they go to sleep
11.4 Say how many hours they sleep each night
Goal #12 Read an article on a study of sleep a) find out its main idea and scan for specific details
12.1 Find information in the reading in 1 minute
Goal #13 Write about the last time they stayed up late, read about other people and ask questions to find out
more about this.
Module Plan
Lesson A: goals 1 - 6

Lesson B: goals 7 - 13

Practice Activities:
Simple past irregular verbs worksheet: This worksheet is used to practice the simple past of some irregular
verbs and to reinforce the memorization of them. There are exercises to complete sentences with some verbs
given, but in the past form. There is also a word search for them to find the past form of some other verbs. An
exercise to contrast the use of have, had and did and some tables to complete with the past form of the verbs
and their meanings in Spanish.

Simple past regular and irregular verbs: Worksheet to practice past simple tense, regular and irregular verbs.
It's simple, but very effective. Students look at the pictures and complete the sentences with the past simple
form of the verbs, write negative and affirmative sentences, and write sentences about what they did or didnt
do last weekend. Recommended for elementary students.

Memory card game:The aim of this game is to memorize 42 irregular verbs in an entertaining way. The winner
is the player who can make as many families as possible. Can be played by groups from 2 to 8 players.
Before starting the game, ask students to identify the common characteristic in each verb family. Then deal
out 6 cards to each player. The rules to be followed are the same as a regular "happy families" game. With
beginners, also prepare a quiz. Every time they need help to remember a verb, ask them a question and show
them the list of verbs if they can answer it correctly. After the game, you may ask students to find more
families from a more complete list of irregular verbs. Have fun!

Speaking Coherently: This is a funny activity for intermediate students. Put the students in pairs (Student A,
Student B) Give Student A a card (like those below). The card includes some expressions Student A must
use. Student B starts a conversation: giving news, explaining a story, etc. (for example, my cat died
yesterday) And Student A has to answer using the expressions in the card. If the conversation is incoherent,
Student B has to change its topic or approach.

The beatles - Yesterday: The worksheet is based on one of the most popular songs ever. First read the gapped
text taken from Wikipedia and practice numerals reading comprehension. Then watch the video and fill in the
gaps. Sing along and enjoy yourselves! The task may be used with pre-intermediate or intermediate students.

Video for this Unit
Good Morning World

Core activities:
o Shadow talking
o Fill out information: what did Jay do yesterday? the day before yesterday?

Project for this Unit:
Write a paragraph stating the things they used to do when they were children

End of level 1 part 1

ELI Teens - Level Part 2

Program description!

(World Link One)

Aim of this level

ET 1 is a level for beginner students of English. It is the second level in this six level
program. Its aim is to consolidate students ability to express themselves in this language
and exchange information with others. This is done mainly by sharing who they are--their
personal information likes, feelings, views, abilities and past experiences. Also, by
performing every day situations and developing specific skills in reading, writing, listening
and speaking.
Level 1 recycles much of the content in level Intro. Yet, in this level students have the
opportunity of focusing on question making,expanding their vocabulary for making
descriptions and managing past tense forms.
Program Description
ELI Teens is a six level program designed for the purpose of guaranteeing that false
beginner students get to reach an advanced level of English in a six year period.
Program Characteristics:
Communication as a goal and every day opportunity:
This is, above all, a communicative program. Its main goal is to guarantee that students
develop a sense of confidence and interest in communicating in English in and out of the
classroom. In this program students use English to communicate with the teacher and
other students in the classroom-- to share their opinions, experiences and ideas. This
means that students in ELI Teens learn English by communicating in English in every
class. They also act out different situations that enable them to carry conversations in
English, perform different every day tasks, and enjoy the opportunity of learning about
different topics and enhancing their reading and writing skills in English.
Content and Skill Based:
This program is content based. In that theres a specific content in each unit and lesson
that serves as the greater context to the programs goals and objectives. It is also skill
based because students learn and practice English through the different reading, writing,
listening and speaking activities. Skills are woven together in every class to guarantee
their integration. Thus, students get to respond to what they read and listen to, orally or
in written form. They also use speaking and writing activities as a way to get ready to read
and write.

Process and Product Oriented:

Communicative goals in this program grant it an orientation on the results that can be
achieved from each lesson. Yet, it also concentrates on the process by which students get
to practice the goals and objectives over and over again as a way to master them.
Therefore, process becomes a goal of its own. This is the reason for having recycled
goals that are worked all throughout the level and for providing teachers with core
activities that encourage teachers to approach the content in different ways over and over
again.
The textbooks for this program are lexical based. Thus, our methodology intends to make
good use of such textbooks in showing meaning of words and expressions, checking for
their understanding and use in communicative tasks, readings, listenings and situational
activities.
Program Elements:
Topic based units within the World link textbooks and workbooks. These units include
vocabulary presentation and practice, grammar reinforcement, reading texts and
dialogues and listening texts, among others.
A video program that presents and reinforces the use of the language in a modern and
fun way with three video options per unit. Students are required to watch at least one of
these options three times or more per unit.
Listening activities that engage the students on the use of correct pronunciation and
fluency.
Dynamic vocabulary that presents a real use in everyday life.
An extra curricular reading program that offers the audio scripts for every book.
Assigned projects that will ensue a production from the student for every unit.
Recycled goals that reinforce integral content.
Practice Activities and projects for each unit.
Core Activities: modifiable per degree of complexity, these activities provide a way for
students to be presented with, practice the and produce the language that is being
taught. Here we will give you a detailed description of each core activity so when you see
a core activity within a unit, refer to the description presented below.
!

Students entering this level are able to do most the following:

13. Write their schedule and report on
1. Greet people in English
others
2. Manage themselves in a classroom
14. Say what they do on weekends and
3. Identify numbers up to 2000
report on what others do and dont do.
15. Talk about their likes and dislikes and
4. Describe popular occupations
16. Order food at an informal restaurant

5. Give personal information
17. Describe their eating habits and others
6. Describe objects, places and people
18. Describe their family and report on
7. Confirm information through the use of
other peoples families
yes/no questions
19. Identify and spell ordinal numbers
8. Ask for location
1-100
9. Ask for ownership of an item
20. Talk and ask about dates, including
10. Tell the time
birthdays, anniversaries and holidays.
11. Find out what people are doing at a
21. Describe important holiday celebrations
in the D.R. and the U.S.
certain time
22. Say what chores they do at home and
12. Say what their routine and schedule
report on others
are like

23. Describe their house/apartment and

report on other peoples
24. Say what theyre wearing and report on
what other people are wearing

25. Complete forms and write their ideas

on different topics in complete
sentences.

!
After finishing this level students will be able to:
1. Compare themselves to a family
14. Use ordinal numbers 1st - 1000th
member.
15. Talk about peoples weekends
2. Use formal/informal ways to greet
16. Interview people about their childhood
people
memories
3. Report on how people are feeling
17. Talk about their memories
4. Say and ask what people are doing
18. Describe physical location of places
5. Identify and say the foods they like to
within their neighborhood
eat and drink
19. Ask and give directions
6. Express the things they need for
20. Read descriptions of cities and identify
different purposes
pertinent information such as weather,
7. Predict the weather
housing, transportation, among other.
8. Say how the weather was and is
21. Ask and say about their free time
9. Ask about the weather
22. Describe their personality
10. Give advice on what people should
23. Express the things theyre good/not
wear and do in different situations.
good at
11. Describe vacation destinations in the
24. Talk about their habits
Dominican Republic
25. Say and ask about dreams that people
12. Do presentations on people who have
have
an impact in the world
13. Write true/false statements about
famous people

Unit Description:
This level is divided into two six unit parts. Each unit is divided into two greater lessons for
a total of twelve lessons in each part. The teacher is programmed to spend between three
to four and a half hours per lesson. Thus, each unit should take a maximum of nine hours
of teaching. Notice that this program marks the division of the unit into the two lessons in
its module plan. Given that the books division has proven not to be the most convenient
one.
Each unit in ET 1 counts on the following elements:
1. Module planning: The module plan proposes goals to be put together into one
lesson for your convenience.
2. Recycled Goals: these goals will ensure that students get everyday exposure
to integral language.
Songs for this Unit: here you will be presented with a song that can relate to the unit and
some ideas on how to work with it.
3. Video lessons: The teacher is to choose among the three types of videos for
students to watch one of them on their own at least three times per unit and to
accomplish different tasks with it. Refer to the video core activities for the
reference of each video.
4. Extra practice activities: former homework, here youll give the student a
chance to keep using the material presented in class outside the classroom.

5. Unit Project: These are extra practice activities marked in bold. The teacher
needs to choose at least one per unit.

I.

6.
7.
8.

Core presentation, practice and production activities

Presentation
Showing the meaning of the topic by:
1. What comes to your mind: Providing a title and eliciting information from students
to find out how much they already know
2. Word Splash: having students figure out what theyll be talking about.
3. Icebreakers and/or Check-Ins: these can serve to scaffold the topic as long as
you ask questions that introduce the topic and have students make predictions on
what the topic might be.
4. Mind-maps: with the general topic and doing branches for its different takes. And
telling students which one you will be focusing on.
5.

Showing the meaning of the grammar by:

Doing Input Flood: elicit information. The information can be on a reading, listening
or unit opener activity. Then build examples or models with it where students can
begin seeing the works of the language. Say the phrases (models) as much as
possible. And do repetition work with them too.
Personalizing: Using students own information to build the models and doing Input
Flood with it.
Examples and visual images: For example, schedules and a 0 to 100 % to talk
about frequency adverbs where 100% is always and 0% is never.
Drills: Students follow a pattern to build their own sentences. This can be done orally
and in written form.

Showing the meaning of vocabulary by:

9. Lets make a list: The teacher says a topic and asks students to write down all
words and expressions that come to mind, for example grocery shopping.
10. Categorizing: Presenting words that go together, for example classify your previous
list into things you eat and things you drink.
11. Synonyms and Antonyms: Students are asked to come up with synonyms and
antonyms for given words.
12. Playing with pre-fixes and su-fixes
13. Collocation (words that go together). For example: make (your bed),
breakfast/lunch/dinner/food, friends. Dont say make homework/work.
Checking for understanding by:
14. Asking smart questions: These are questions that give students options and make
them think quickly on what would be best. Their instant answer lets the teacher know
how much they understand.
For example: a). Checking the meaning of eating/drinking/having Can I eat water?
Can I drink water? Can I have water?
b). Checking the meaning of the present progressive and the present perfect. Are
we having a good time in class? Or Do we have a good time in class?
Working on pronunciation:

15. Playing with word lists: Identifying tricky sounds, counting syllables, figuring out which
syllable has the stress, identifying silent letters, identifying the schwa sound
16. Classifying words according to different categories: number of syllables, beginning /
ending sound, etc.
17. Class Shadow reading/I read you read/ I read you repeat
18. Playing with sentences: Identifying tricky words, figuring out which words carry the
stress, identifying word blends, identifying intonation.
19. Class Shadow reading/I read you read/ I read you repeat with sentences.
20. Choral and individual repetition: read a word, read a phrase, read another phrase put
phrases together.
Practice
Reading and Listening:
Pre-reading/listening activities: the goal of pre-reading/listening activities is to scaffold
the text--for students to become familiar with what they are about to read or hear. We
want this to happen to the point that when they do so they already know what they are
listening or reading about and feel like they only need to go a step further by finding out
more about what they already know. In other words, we want to prepare students to
succeed in reading or listening to the text.
Present the listening or reading by:
1. Introducing the topic by finding out how much students know about this topic?
Making Predictions through the title, Word Splash or pictures.
2. Presenting vocabulary (see activities for showing meaning of vocabulary).
3. Asking students to focus on gist as they first read or listen. Identify the gist.
Working on listening and reading activities: Other practice activities with listening
and reading highly depend on the goals youre pursuing.
4. Catch a phrase: Ask students to hunt for words or phrases related to the vocabulary
and or grammar.
5. Retell it: ask students to find out specific information that would later help them retell what they think they heard or read about. Activities that have to do with re-telling
are always best if students who are being given the information need it for another
purpose.
6. Organize it: Students need to get specific information from the reading or listening to
re-organize it into something else. For example turning affirmative statements into
negative ones, working on true and false statements about what listen to, they read or
Giving stories a twist by changing their tone, etc.
7. Personalize it: Students use the information in the reading or listening as a way to
get ready to personalize it. For example: Using the reading as a model for something
they will write later on.
8. Reading as a skill: working on skimming, scanning and reading for specific
information skills. These kinds of activities are usually timed ones.
9. Reading outloud activities: Shadow reading, I read, you read, I read you repeat,
look up and say technique, human computer, reading with emotion and acting out.
Writing activities
10. Express your ideas by following an exact pattern or model (this is done by only
substituting certain words or phrases within the pattern).

11. Writing as a form of class communication: respond to what you read, draw
conclusions, share your experiences, etc
12. Sentences, letters, e-mails, (by following a pattern at first that would serve as a
scaffold). Later without the pattern
13. Class surveys and Find Someone Who (this is especially useful for working
on question making)
14. True and False activities
15. Paragraphs, essays, etc.
16. Vocabulary notebooks + words of the week
17. Fluency writing activities
Process writing:
1. Give the topic
2. Give a limited time for students to write everything that comes to mind
3. Have the read what they wrote and make corrections (understanding: is this what
you want to say?)
4. Have others read what they wrote and comment on it
5. Re-write and proof-read (grammar and mechanics)
6. Write final draft.
Speaking activities:
17. Spelling practices: several activities can be used to focus on spelling practice:
o Syllabelize: have students keep records of the words of the day and divide
them by syllables.
o Tongue twisters: with these you can focus on a pronunciation pattern and
follow it as if they were ice breakers.
o Identifiers: students will every now and then underline nouns with red, verbs
are yellow and adjectives and adverbs are underlined green. This will be
done within readings to encourage students to identify parts of speech.
18. Follow the pattern: Express your ideas by following an exact pattern or model (this
is done by only substituting certain words or phrases within the pattern). Partners or
group members have the correct version.
19.Q & A go around: students will make a circle. Define the topic (age, name,
preferences, etc...). 1st student asks the student on his right how old are you?,
student answers I am 25 yrs old, circle keeps going until everyone has asked and
answered.
20. Role plays: These are similar to the activity above. The difference lies in that students
are encouraged to take in roles and to give what they say the emotion that comes with
the type of dialogue they are having. Role plays can be worked on in phases
1st You read the text for gist and detail
2nd You explore possibilities for variations of the conversation
3rd You do practices for reading out loud so students would work on
pronunciation
4th Students act out the conversation without the script
19. Scenarios and Improvisational Dialogues
Students are given different scenarios and they have to improvise on
You will see some of
what to say or do. You may want to use phrases as prompts for this.
these core activities
already adjusted in
every unit, and
some extra ones

II.

Video Core Activities

These activities guarantee an easy pack of adaptable tools for working with video.
1. Catch a phrase: this activity will have students listening for phrases or words
throughout a video. These phrases/words can be previously discussed in class,
related to a topic or just random phrases that they have to catch and jot down.
The working with the caught phrases can be then use for pronunciation and
use.
2. Shadow talking: try repeating or talking along the characters on a video by
following the subtitles. Focus on your own intonation or pronunciation while
doing so and then try saying some of the phrases alone.
3. Play with intonation and stress: here, find a line, phrase or word and do a
human computer kind of activity in which you repeat enough to master the
correct intonation and word stress.
4. The whs: answer while you watch the video the 6 wh- questions (what? how?
who? when? where? why?).
5. Interviewing: this is a variation of the previous activity in which students have
to report the answers of the questions as if they were being interviewed.
6. Silent viewing: students have to watch the video, sound off, and create a
dialogue on whats being said.
7. Blind listening: opposite of the previous activity. Here students listen to whats
happening and they have to describe the physical situation of the characters.
8. Silently speaking: here have students sit in pairs, a group facing the TV and a
group the opposite wall. The group facing the TV will be presented a clip of a
video which they have to describe to the person giving the back to the TV.
Video is mute. After, a second clip is played but people invert places so that
listeners become describers and vice versa. In the end everybody watches the
whole clip and share their impressions.
9. Create the ending: students are presented a clip and such is stopped minutes
before its conclusion. Students have to write and act a new ending for the clip.
10. Retell it: here half of the class leaves the classroom and the other half watches
the 1st part of the clip. The outer half comes in and the ones who stayed have
to retell the story. Same process but different group done with 2nd part of the
clip. Then watch as a whole and share impressions.
11. Whats the next line?: teacher plays video and while students are watching,
pauses it, so that students have to predict the next line of the conversation.
12. Re-model: students will role play what was happening in the video but
personalizing it.
13. Fill out information: prepare a worksheet for students to complete while
watching a video. This is a kind of scanning exercise for video watching.
14. Model it: students will model the conversation or situations happening in the
scene.
15. Describe the something: students have to describe a selected character,
object or situation.

III. !
Recycled goals for level 1 part 2
These goals are introduced as they appear in the program and are to be worked on
constantly from then on.
1. Use of frequency adverbs; first, then, next, last, to talk about the sequence
in which they did something or describe part of their day.
2. Asking and giving directions
3. Talking about the weather
4. Making invitations and suggestions of different kinds.
5. Describing people, objects and places in detail both orally and in written
form.
6. Telling how often they do different things.
7. Giving advice.
8. Writing in paragraph format.
9. Identifying past forms of both regular and irregular verbs
10. Talking about what they did yesterday/ on weekends/ last month
11. Talking about their routines, likes and dislikes and opinions
12. Asking and answering information questions and yes/no questions with the
right intonation.
13. Reporting on others.
14. Using different types of greetings and farewell expressions.
15. Talk about what they do when or what happens when...
16. Telling what they are good at and reporting on what others are good at.
Practice Activities for some of these recycled goals:
1. Irregular verbs: This list is to help your students learn the most common irregular verbs
in English., e.g. do, did, done. It's in fact a table with some basic rules of how different
verbs change or not change in the Past form.
2. Wh- questions: A game intended to practice question words + Past Simple, but it can
be used to practice questions with present simple or any other verb tense. Procedure:
The students should be divided in groups of 4 or 5 people. Each group gets a set of
Wh-question words (where, when, how, who, what). Place an easy-to-sit-on chair in
front of the board. The teacher reads an answer; the groups send someone to sit on
the chair carrying the right question word. The student who sits there first has a chance
to produce the whole question and score 5 points. If the question is wrong, another
group can give it a shot, but this time it is worth 10 points. In case you have a tie or you
want to spice it up, you can use the bonus/challenge round (especially with stronger
groups). It's worth 20 points each correct question, 40 if the first groups gets it wrong.

1.Identify places found in different neighborhoods and the activities that are done in them.
2.a)Say what they do in different places. b) Use yes/no questions in the simple present tense to
confirm what people do in different places.
3.a) Read about someones day and report on the places this person went to and what what he did
using adverbs of sequence, such as first, then, next, after, and last. b) Write about their day
yesterday, where they went and what they did and tell others about it using adverbs of sequence.
4.a)Describe their neighborhoods by telling about the places found in them b) Listen to
neighborhood descriptions and identify the places found in different neighborhoods. c)Find out about
other peoples neighborhoods by asking yes/no questions about them
5. Have improvisational conversations about running into people in different neighborhoods, getting together,
and asking/offering a ride.
6. Use prepositions of place to tell where different buildings and locations are located.
7. Ask and give directions
8. a) Read an e-mail from a college student and the town she lives in and report on what her city is like and
where things are located. b) Write a description of the city of Santiago to a college student whos moving
here for a few months. Focus on the different locations and where theyre at.
9. Listen to city descriptions based on their weather, pollution, traffic, transportation and traffic b) Describe
their own city based on these aspects.
10. Read descriptions of cities and look for specific information regarding their weather, housing,
transportation, traffic, parks and food.
11. Ask and answer questions with how much and how many to find out information about different cities.
12. Complete your e-mail from before by adding a paragraph on what the city of Santiago is like based on
aspects like the weather, crime, food, traffic and places to go to.

Unit 7

Goal #1 Identify places found in different neighborhoods and the activities that are done in them.
1.1 Identify neighborhood places such as; library, restaurant, supermarket, (internet) cafe, newsstand, drugstore, train
station, gym, hair salon, subway (station), bookstore, gas station, bakery, clinic, bank, post office, pet store, dental clinic,
laundromat, ATM machine, etc.
1.2 Identify activities that are usually done in different neighborhood places, such as; do the laundry, get some gas, cash
some money, borrow (money/books), have a coffee(tea), get a haircut, take (the bus/train/a taxi), miss (the bus)etc.
1.3 Classify the activities above according to their partnership (collocations). As in words that go with do, get, have, to
get on, to take etc.
1.4 Match vocabulary words to their synonyms
Goal #2 a)Say what they do in different places.
b) Use yes/no questions in the simple present tense to confirm what people do in different places.
2.1 Use the pattern for the simple present tense in the affirmative and negative forms to talk about what they do in
different places. For example: I go to the laundromat to do the laundry, I dont go to the gas station to hang out. I go to
the gas station to get some gas.
2.2 Use yes/no questions in the simple present tense to confirm what people do in different places. For example, do you
go to the library to borrow (money)? No I dont I go to the library to borrow books. Do you go to the pub to watch the
game? Yes, I do.
Goal #3 a) Read about someones day and report on the places this person went to and what what he did using
adverbs of sequence, such as first, then, next, after, and last. b) Write about their day yesterday, where they
went and what they did and tell others about it using adverbs of sequence.
3.1 Use the past forms of verbs to talk about their day.
3.2 Use adverbs of sequence before/after, first/last, then/next to put activities in order.
Goal #4 a)Describe their neighborhoods by telling about the places found in them b) Listen to neighborhood
descriptions and identify the places found in different neighborhoods. c)Find out about other peoples
neighborhoods by asking yes/no questions about them
4.1 Identify common places found in neighborhoods in the Dominican Republic and find out what ton call them in
English.
4.2 Use there is/ there are/ there is no, there arent any to talk about the places found and not found in specific
neighborhoods.
4.3 Use yes/no questions with there is there are to check on places to be found in each neighborhood.

Goal #5 Have improvisational conversations about running into people in different neighborhoods, getting
together, and asking/offering a ride.
5.1 Identify questions one would ask when you run into someone in unexpected places. Or when you run into someone
you havent seen in a long time. For example, how is it going? What are you up to? Do you live around here? Where are
you off to? Hows your family?

5.2 Use the questions, do you live around here? or do you live around (Los Jardines)? to find out if people live around a
specific place.
5.3 Use the question where are you off to? to find out where people are heading.
Note: Its important that students see this question as one that would only be ask if one sees that the other
person is leaving or about to leave.
5.4 Use the questions can I offer you a ride? Or can you give me a drive? Or do you have a ride (home)?
5.5 Use expression lets to invite others to do activities with you (lets +base form of the verb).
5.6 Use the questions where do you want to meet? and wheres (the cafe exactly)? to ask others about time and place
when discussing about getting together.
5.7 Use expressions to accept or refuse invitations, such as: great, sounds good, awesome, thats too bad, Im so sorry
but I cant, etc.
Goal #6 Use prepositions of place to tell where different buildings and locations are located.
6.1 Identify across from, next to, in the back of, in front of, behind, on the corner of, at, in + neighborhood and between.
6.2 Ask and answer questions with where to tell where different things are located. For example; where is the movie
theater? Its in the back of the mall on the second floor.
6.3 Ask and answer yes/no questions on where different places are located. Is the bank next to the shopping plaza?yes it
is.
6.4 Distinguish the use of in, on, and at when telling where things are located.
Goal #7 Ask and give directions
7.1 Use expressions and greetings to get people attention such as; excuse me, hi, hello
7.2 Use the question wheres () to find out the exact location of a place.
7.3 Use the question, is there (a movie theater ) around here? to find out
commands to tell people how to get to places. For example; go straight, walk/drive (a mile), go one block, turn right/left.
Goal #8 a) Read an e-mail from a college student and the town she lives in and report on what her city is like and
where things are located. b) Write a description of the city of Santiago to a college student whos moving here
for a few months. Focus on the different locations and where theyre at.
8.1 Write a greeting,introductory and closing sentences to the e-mail.
Identify important places for the reader to learn about and their location.
Goal #9 Listen to city descriptions based on their weather, pollution, traffic, transportation and traffic b)
Describe their own city based on these aspects.
9.1 Identify and use adjectives and adverbs to describe these aspects.
9.2 Match adjectives and adverbs (collocations). This is identify which adjectives and adverbs can describe certain
aspects. For example, flows (pretty well), (pretty) (polluted/warm), affordable, severe, mild, etc.. and match them with
traffic, weather, pollution, etc.
9.3 Use be in present tense to talk about pollution, weather and transportation.
9.4 uses there is there are to describe a city based on these aspects.
Goal #10 Read descriptions of cities and look for specific information regarding their weather, housing,
transportation, traffic, parks and food.
Goal #11 Ask and answer questions with how much and how many to find out information about different cities.
11.1 Connect how much to noncount nouns and how many to count ones.
11.2 Use a lot, a few, not many not any , none, not much, a little and a lot to respond these questions.
11.3 Identify questions theyd want to ask about other cities if they were about to move there.
Goal #12 Complete your e-mail from before by adding a paragraph on what the city of Santiago is like based on
aspects like the weather, crime, food, traffic and places to go to.
11.1 Write a greeting,introductory and closing sentences to the e-mail.
Identify important places for the reader to learn about and their location.
11.2 Use there is there are in its affirmative and negative forms to describe Santiago.
11.3 Find out the kind of information theyd want to offer.

Module Plan
Lesson A: goals 1 - 5

Lesson B: goals 6 - 12

Practice Activities:
Prepositions of place worksheet: Worksheet dealing with furniture and prepositions
of place for elementary students. There are four different tasks in which students choose the correct preposition
for each situation, look at the picture and complete the sentences, write sentences describing the room and put
the words in the correct order to make sentences.

Giving directions and places in town: An easy to follow handout for students to practice Asking For Directions,
Giving Directions, and Places vocabulary. Exercises included: a) Asking about facilities: Is there a post-office
near here? Are there any banks in the town?.... b) Asking for directions: Wheres the .? How can I get to
.? Can you tell me the way to ? c) Pair work (your partner answers about facilities and gives you the
directions) d) Writing a short letter. Describing how to get to . e) Building up a dialogue

Describing a city: describe a city and its buildings with the presented vocabulary.

How much, how many: This is a 2-page activity. On the first page, there's a grammar focus on the main
difference between how much and how many together with questions to complete the gaps using them.
Teacher might want to use this exercise as a Speaking Activity, so there is a useful language box with possible
answers for students. On the second page, this is, in fact, the Speaking Activity. Students try to find 6
differences in the pictures using How much or How many as required by the model question.

Around the city: A test paper for the 4th-formers: vocabulary, reading, writing (cities); grammar (degrees of
comparison). I. Compare the bridges. . Look at the picture and read the statements. Find and correct the
mistakes. III. Read the text and rewrite it, dividing words

Video for this Unit
City living

Core Activities:
o Play with intonation and stress
o Re model it

Project for this Unit:

Make a map of their neighborhood and describe it and things to do at their neighborhood.

1.Identify fun activities and sports. And match them with go,play and do.
2.Say what they love/hate/like/enjoy doing in their free time.
3.Say what activities, sports and hobbies theyre good/not (very) good at.
4.Ask others about their free time activities, sports they practice and hobbies and
report on their findings.
5.Invite others to join them on an activity on the weekend. Accept and refuse
invitations.
6. Listen to and read descriptions of different personality types. Compare and Contrast personality
types.
7. Take a personality quiz and report on the results by saying how much they relate to them.
8. a) Describe their personality orally and in written form. b) Write an e-mail to a friend describing the
personality of someone whos going to be visiting them for a day but they still dont know c) Write a
paragraph in response to the question what are you like?
9. a) Write their weekly schedule. B) Present their weekly schedule. c) Ask and answer questions on
peoples weekly schedules d) Find similarities and differences with other students in regards to
their weekly schedules.
10. Say and ask about activities they do every month, or every two weeks

Unit 8

Goal #1 Identify fun activities and sports. And match them with go,play and do.
1.1 Say and spell different fun activities
1.2 Make word webs (refer to TG) relating each activity with the verbs go/play/do
1.3 Talk about the activities they like. E.g.: I like to play baseball
1.4 Interview someone about the things the play, do or go doing. E.g.: can you play
someone who does
?, when was the last time you went
?
Goal #2 Say what they love/hate/like/enjoy doing in their free time.
2.1 Make a chart classifying the things they love/like/enjoy doing
2.2 Write sentences about each one of those things
2.3 Ask classmates about the things they like/love/hate doing. E.g.: What do you
2.4 Report classmates preferences to the class. E.g.: Josh likes to play baseball

?, do you know

to do?

Goal #3 Say what activities, sports and hobbies theyre good/not (very) good at.
3.1 Identify and use structures like I am very good/ very bad/ bad/ good/ at playing soccer / I suck at painting / I rock at
playing the guitar.
Goal #4 Ask others about their free time activities, sports they practice and hobbies and report on their findings.
4.1 Prepare a set of interview questions about sports and hobbies
4.2 Interview a classmate
4.3 Report on what his partner answered
4.4 Use the simple present in its affirmative, negative and question forms to talk about their likes, dislikes and
preferences
4.5 Use yes/no questions in the simple present tense to check each others preferences.
Goal #5 Invite others to join them on an activity on the weekend. Accept and refuse invitations.
5.1 Identify phrases used to invite others. E.g. Do you want to come with me to the movies? Would you like to see a
movie?
5.2 Identify phrases used to accept or refuse an invitation. E.g.: Sure, Id love to, Id like that, Sorry, I cant, Im busy. No
thanks, Im not good at it
5.3 Do improvisational talks inviting each other to different activities
5.4 Prepare and perform a conversation for the whole class in which they use the previous expressions
Goal #6 Listen to and read descriptions of different personality types. Compare and Contrast personality types.
6.1 Report on the different kinds of personalities by describing them in oral and written form
6.2 Use the simple present tense to describe peoples personalities.
6.3 Use like to compare and contrast. For examples, like thinkers artists have strong opinions.
6.4 Use the patterns, this person and many (artists) Also use many as a pronoun.
6.5 Identify the adjectives that best describe each kind of personality.
Goal #7 Take a personality quiz and report on the results by saying how much they relate to them.
7.1 Use phrases such as, in my opinion, this is so true, I cant believe they say Im a (dreamer), this is so me, Im not (an
artist) at all, etc.
7.2 Justify their responses to the quiz by giving examples of the way they act.
Goal #8 a) Describe their personality orally and in written form. b) Write an e-mail to a friend describing the
personality of someone whos going to be visiting them for a day but they still dont know c) Write a paragraph
in response to the question what are you like?
8.1 Identify words used to describe personality. And other adjectives and adverbs that make personality descriptions
even more specific.
Match vocabulary words with a synonym and antonyms
8.2 Use the words to identify their own personality and select 1 that best describes them
8.3 Use those adjectives with words that weaken or strengthen them like: kind of shy, a little messy, very smart,
extremely generous
8.4 Identify phrases they want to use to introduce the paragraph and e-mail.
8.5 Identify closing statements for their paragraphs and e-mail.
Goal #9 a) Write their weekly schedule. B) Present their weekly schedule. c) Ask and answer questions on
peoples weekly schedules d) Find similarities and differences with other students in regards to their weekly
schedules.
9.1 Use every (day, week, month, etc.) to tell the frequency in which they do certain activities.
9.2 Use every other (day, week, month, etc.) to tell the frequency in which they do certain activities.
9.3 Use once a (day, week, month, year, etc.) to tell the frequency in which they do certain activities.
9.4 Ask questions with how often to find out about the frequency in which people do certain activities.
9.5 Use to and from to tell from what time to what time they do certain activities.
9.6 Use on+ days of the week.

Goal #10 Say and ask about activities they do every month, or every two weeks

Module Plan
Lesson A: goals 1 - 5

Lesson B: goals 6 - 10

Practice Activities:
Hobbies and leisure activities: This is a worksheet to consolidate the vocabulary learnt on the topic of leisure
activities and hobbies. The front page is basically just a vocabulary sheet and the second page has 2 different
exercises in which students are asked to use words/phrases from the first page to label the pictures and choose
the correct option to complete the sentences.

Likes and Dislikes: This is to practice the constructions "I like doing smth", "I hate doing smth", etc. and suits
both for beginners and elementary learners. The students can be asked to fill in the table for themselves first
and then work in pairs asking one another to say what he/she likes and dislikes.

Personality Quiz: Answering a multiple choice questionnaire about personality.

A great, funny speaking WS to revise/activate present simple, present continuous and "going to" future.
Students examine our imaginary teacher's (Jim) routine funny week, and add a few activities for him. Then
speak on his weekly routine, present activity, and possible future activity.

Invitation Prompts: students will receive different prompts and engage in conversations inviting
classmates to activities.

Video for this Unit
Good Morning World

Core activities:
o Catch a phrase
o Interviewing

Project for this Unit:
Students will write a dialogue in pairs offering an invitation to go somewhere and record and show to the
class.

1.Talk about changes people implement in their lives when they want to make any kind of
change
2.Listen to new years resolutions that people want to implement and report them to the
class
3.Give advice about what to do when someone else has a bad habit or quality in spoken and
written form
4.Write about bad habits they have and the things they would like to do instead
5.Ask others about the plans and dreams they have for after graduation
Scan a reading in order to find specific information to answer questions about someones dreams and
obstacles.
Say and ask about their dreams and dreams people have.
Write about a personal dream they want to get when thew grow up and why
Interview someone about the plans they have for the future and the probability of doing that.

Unit 9

6.
7.
8.
9.

Goal #1 Talk about changes people implement in their lives when they want to make any kind of change
1.1 Identify things people like to change about themselves: smoke, not make a lot of money, be a bad student, not know
how to cook, not know how to drive, etc...
1.2 Identify changes people generally want to apply to their lives: find a couple, change hairstyle, get glasses/ contacts,
get a promotion, speak another language, get a new phone, etc.
1.3 Use the gerunds/infinitives when talking about change: I want to stop smoking, I want to change my hairstyle, etc.
Goal #2 Listen to new years resolutions that people want to implement and report them to the class
2.1 Listen to a dialogue between 2 people and describe each persons desires.
2.2 Write sentences about what each person wants to change about his/her life. E.g.: He wants to change his job.
2.3 Present the sentences to the class
Goal #3 Give advice about what to do when someone else has a bad habit or quality in spoken and written form
3.1 Identify the difference between bad habits and bad qualities
3.2 Make a list of the bad habits and bad qualities they have
3.3 Use you should, you could, to give advice when trying to change someones habits. E.g.: If you want to spend less
money you should cancel your credit cards.
Goal #4 Write about bad habits they have and the things they would like to do instead
4.1 Use like to to talk about bad habits they have.
4.2 Use would like to to talk about the things they would like to do to change those habits E.g.: I would like to go to bed
earlier because when I go to bed late I wake up really tired.
4.3 Write a paragraph in which they present one or 2 bad habits/qualities they have and the things they could do to
change that.
Goal #5 Ask others about the plans and dreams they have for after graduation
5.1 Identify words related to high school years like freshman, sophomore, junior, senior, graduation, prom, apply, take
time off, etc.
5.2 Identify things that people generally do after graduation like getting a job, taking a break, getting a car, starting
college, etc.
5.3 Use the pattern What do you want to do after high school?, what are your plans after graduation?, do you have
any plans after you graduate?
5.4 Use going to + verb to talk about their future plans
Goal #6 Scan a reading in order to find specific information to answer questions about someones dreams and
obstacles.
6.1 Get the gist of the reading by skimming the text within a timed activity
6.2 Fill out a chart about different characters from within the reading by scanning it.
6.3 Talk about the obstacles people find when in pursue of a dream
Goal #7 Say and ask about their dreams and dreams people have
7.1 Identify the most common dreams people have from within the class.
7.2 Interview a partner about his/her dreams and report them to the class.
7.3 Use expressions like: what dreams do you have for future life? what have you always dreamed of?
Goal #8 Write about a personal dream they want to get when thew grow up and why
8.1 Read about someones personal dream and identify that persons dream.
8.2 Rewrite the previous reading using personal information and exchange to identify their partners from the dreams they
get.
Goal #9 Interview someone about the plans they have for the future and the probability of doing that.
9.1 Identify expressions Yes I am, Maybe, Probably not, No, Im not and their order of probability.
9.2 Ask questions with the prompt are you going to...? when asking about future plans.
9.3 Write sentences about the interviewee. E.g.: Jesse may go to japan next year, Mike probably wont learn another
language.
Module Plan
Lesson A: goals 1 - 4

Lesson B: goals 5 - 9

Practice Activities:
Dreams - The Cranberries: This is a gap filling activity that includes listening to the song Dreams by The
Cranberries. Later on, there are a few exercises related to the

title of the song - Dreams. Since the word has hot two meanings, these exercises are connected with both. after
listening there are questions for a discussion about dreams and dreaming. After that, students may write a short
paragraph about their dreams (hopes) for the future. The last exercise is a lexical one with a list of 'dream
vocabulary.

How I met your mother, annoying habits: This worksheet is based on popular sitcom
'How I met Your Mother' (Season 3 episode 8), can be used for discussing annoying little habits which everyone
has. Episode to be acquired.

Used to: expressing past habits; A simple used to in-class worksheet for elementary or pre-intermediate classes.
You can use it after warm-up and while giving grammatical details not directly but indirectly; first with examples
then the form. I hope it works for your classes, too. Enjoy it!

Gerunds and infinitives potpurri: This is a collection of verses and choruses from various songs containing
gerunds and infinitives. It does not involve singing but may be an interesting tasks to complete and provoke
students' interest in the songs (there are artists and songs' names).

Will vs Going to: A worksheet on the future tense that covers 25 questions.
Students are asked to use the correct form of the future tense (to be verb + going to, or will-future), as well as
the verb given in the brackets. Most of the questions
are contextualized in conversations that possibly faciliate the determination of which tense to use.
Video for this Unit
City Living

Core activities:
o Silent listening
o The whs

Project for this Unit:

Write a paragraph talking about a dream they have and what they plan to do to achieve it.

Unit
10
6.
7.
8.
9.

1.Talk about their bodies and describe the parts from which it is made of
2.Listen to conversations about people who have a discomfort and express them to the class
3.Make a dialogue in which they show a discomfort or illness they have
4.Give advice to someone about what they should do if they present some kind of symptom or
illness
5.Listen to descriptions of people under stress and discuss strategies to reduce and manage
stress
Talk about what they feel in different situations of stress
Use clauses with when to talk about what they do on facing situations
Take a stress survey and share
Talk about talents and abilities (current) and they ones they had in the past

Goal #1 Talk about their bodies and describe the parts from which it is made of
1.1 Identify body parts: arm, body, leg, hand, foot, head, neck, shoulder, stomach, chest, back, eyes, mouth, finger, toes,
etc...
1.2 Match proper adjective with body part: broad, skinny, long, muscular, narrow, short, strong. E.g.: long arms, narrow
back, etc.
1.3 Describe someones picture orally and in written form with complete sentences. E.g.: he has long arms and a
muscular body
1.4 Write a description of a partners body and present to the class
Goal #2 Listen to conversations about people who have a discomfort and express them to the class
2.1 Identify common illnesses and complaints like: I have a stomachache, I feel sick, I have the flu, I have a headache,
my leg hurts, she has a temperature, I dont feel well.
2.2 Use expressions like he doesnt feel well, she has a headache to report on how people feel.
2.3 Ask about how someone feels by asking the pattern how does he/she feel? whats the matter?
Goal #3 Make a dialogue in which they show a discomfort or illness they have
3.1 Identify customizable information from a dialogue and change it to personalize it.
3.2 Pronounce expressions like: I dont feel well, I am sick, I think I have the flu correctly
3.3 Write a conversation between them and someone else
3.4 Model the conversation
Goal #4 Give advice to someone about what they should do if they present some kind of symptom or illness
4.1 Identify words of advice to go with common symptoms and illnesses. E.g.: headache/take a pill, vomiting/go to the
doctor, stomachache/dont drink coffee.
4.2 Use imperatives to make sentences when giving advice. E.g.: Go to the doctor, Take three pills a day, Stop
exercising.
4.3 Make sentences matching complaint with instructions. E.g.: YOu have a headache, take a winasorb. Dont drive
when you take this medicine. You seem stressed, take a break
Goal #5 Listen to descriptions of people under stress and discuss strategies to reduce and manage stress
5.1 Identify situations that are stressing and how do they relate to them.
5.2 Use words like stressful, under pressure, full of energy, low on energy, wait til the last minute, deal with, take a break,
relax
5.3 Use imperatives to advice on what to do when under stress
Goal #6 Talk about what they feel in different situations of stress
6.1 Use -ing and -ed adjectives to express feelings and sensations when talking about stressful situations. E.g.: I am
really bored when in a class thats not motivating, reading books is boring. Working is exhausting, I feel exhausted when
I come to ELI already so I dont feel motivated. (UNIT 12)
Goal #7 Use clauses with when to talk about what they do on facing situations
7.1 Write sentences following the pattern when Im stressed I tend to get depressed to talk about the things they do or
how they act when depression hits them
7.2 Combine structures used in goals 5 and 6 to write a paragraph about what they do when in stress and the things that
stress them
Goal #8 Take a stress survey and share with the class the results
Goal #9 Talk about talents and abilities (current) and they ones they had in the past
9.1 Use can/cant, could/couldnt to express the things they are and were able to do.
Note: see that you can combine this with the stress topic: When in stress I cant think straight... yup!
Module Plan
Lesson A: goals 1 - 4

Lesson B: goals 5 - 9

Practice Activities:
Body parts worksheet: This is a multiple choice activity to practice the parts of the body. Students are asked
to look at the picture and choose the correct option. Recommended for elementary students.

Illnesses worksheet: This is a matching activity, suitable for elementary students, on illness/diseases related
vocabulary. Students are asked to match the words with the pictures. The answer key is included.

Imperatives worksheet: This is a quick time-filler to review the Imperative. Students advance on the board, when
they land on a square they must answer the question" What did she say?" using the imperative. Recommended
for elementary students.

Expressing ability: This is a very simple worksheet on Can / can't to express ability and inability including

Giving advice: Three real situations were written to Dear Deidre, a famous "Heart Doctor" in England. Split your

negative, interrogative and negative forms, Reading comprehension and writing activities.
students in groups and make them read one of situations. They will give some advices using the modal verbs.
Then, discuss all the situations and the possible advice in class. At the end, they will match the situation with the
real advice given by Deidre.

Expressing ability 2: This is a worksheet for teaching modal verbs: can and be able to. There is a brief
explanation at the top of the page followed by a simple activity in which students are asked to fill in the gaps
using a suitable modal verb for ability. The answer key is included.

Expressing illness: teacher makes a list of conditions under each of these phrases to express them: I feel..., I
have a/an..., I cant stop..., My

hurts

Injuries and illnesses worksheet: This is a worksheet to teach the basic injuries and illnesses. It includes such
words as a cold, flu, fever, headache, toothache, ear ache, stomachache, toothache, etc.

Video for this Unit

Good morning world

Core activities:
o Catch a phrase
o Describe the something: advice on staying stress free
o Mimic it: teacher selects a number of students (3 in this case) to mimic everything thats
happening on the video

Project for this Unit:

Write a reply to someone giving advice on what to do when in bad health

1.Identify their own talents and how good they are at something and the things they could do in
the past
2.Interview someone about their talents and present their findings to the class
3.Give compliments when someone talks to them about one of their talents
4.Describe someone focusing on their talents rather than physical appearance.
5.Talk about someones talents by listening to a conversation
6.Read about someones talents and the habits they have to be so talented
7.Write sentences describing people and their actions using because/so to state the reasons on why
someone did/ does something
8. Write a personal paragraph stating things they want to do in life before they die.
9. Introduce someone they admire to the class in a role play situation as in introducing a famous character to
an audience

Unit
11

Goal #1 Identify their own talents and how good they are at something and the things they could do in the past
1.1 Identify words: talented, to be good at something, to have a natural ability, post videos, give up, lack the ability, talent
show, got lots of talent.
1.2 Use can / cant, could / couldnt to talk about present & past abilities.
1.3 Use know how to / knew how to, dont know how to/ didnt know how to to talk about present & past abilities
1.4 Use gerunds and infinitives to talk about talents and abilities. E.g.: I can sing, I like singing, I love to sing.
1.5 Write sentences talking about their talents.
Goal #2 Interview someone about their talents and present their findings to the class
2.1 Ask questions: can you...? when you were younger, could you...?, do you know how to...? did you know how to...?
2.2 Use expressions she can... when she was 4 she couldnt...
2.3 Write sentences reporting their findings on their interview
Goal #3 Give compliments when someone talks to them about one of their talents
3.1 Give compliments on physical things and abilities using expressions: nice (something), cool (something), that is/this
is an interesting (something), I like (something) a lot, what a great (something), you can (do something) really well!
3.2 Give responses when receiving a compliment like: Thanks! Thank you, Thats nice of you to say.
3.3 Ask follow up questions to receive more information on the compliment done. E.g.: Nice car, was it expensive?
3.4 Have a conversation in which they compliment an ability or physical appearance on someone else.
Goal #4 Describe someone focusing on their talents rather than physical appearance.
4.1 Make a list of the abilities that someone specific has using can, cant, could, couldnt
4.2 Build a descriptive paragraph by the use of specific sentences of that person.
Goal #5 Talk about someones talents by listening to a conversation
5.1 Identify someones talents after viewing the talk show Good Morning World.
5.2 Identify words: guest, abilities, host, natural ability, goal, hits (get millions of hits)
5.3 Write sentences describing each character and some of the talents they have.
5.4 Listen to someones description and be able to tell whore they talking about
Goal #6 Read about someones talents and the habits they have to be so talented
6.1 Identify words: train/training, dangerous, tutor, simple, nutritious, harbor, high point, frightening.
6.2 Make a list of habits each person has/had to do to be able to be talented at what they are using expressions: She
has to (eat healthy)
Goal #7 Write sentences describing people and their actions using because/so to state the reasons on why
someone did/ does something
7.1 Use because /so to state the reason on why something is done. E.g.: She eats healthy so she can be in shape
7.2 Identify the different structures that a sentence can take using because/so. E.g.: She eats healthy so that she can be
in shape/ So that she can be in shape she eats healthy.
7.3 Write descriptive sentences from the previous readings characters using because/so
Goal #8 Write a personal paragraph stating things they want to do in life before they die.
8.1 Make a list of the things they want to do before they die.
8.2 Write sentences using because and so for giving reasons for each of the things theyd like to do
8.3 Use connectors to build a paragraph from the sentences they previously wrote and present to the class.
Goal #9 Introduce someone to the class in a role play situation as in introducing a famous character to an
audience
9.1 Use the previous vocabulary and grammar to write an introduction for someone they consider to be famous and
admire and act out for the class.

Module Plan
Lesson A: goals 1 - 5

Lesson B: goals 6 - 9

Practice Activities:
The fantastic 4: This is a short exercise that is very useful to revise descriptions and to introduce the
interrogative form of the modal verb CAN. It has been specially designed for elementary students aged between
14 and 15 years old. First,
students have to match some short descriptions to the corresponding characters. Then, they have to complete a
chart with information on the different abilities these heroes have or do not have. Finally, students have to
complete some questions and their answers using the information from the previous chart.

In this activity students will watch several videos and describe the people presented because of their talents:
http://www.youtube.com/watch?v=qcVFM4X7OSg http:// www.youtube.com/watch?v=d9ywHoUnycU
http://www.youtube.com/watch? v=xc1KA2N8uXo&feature=fvwrel

Students will prepare an interview including these questions:

o Are you good at anything?
o For how long have you been doing that?
o Have you given a show?
o How good are you at it?

Conjunction worksheet: The exercise is about conjunction (because). The words are not in order so pupils
just need to rearrange the words into sentences. It tests the pupils capability in using the conjunction
because

Video for this Unit

Good Morning World

City living:
o Describe the something
o Model it

Project for this Unit:

Write a paragraph talking about a dream they have and what they plan to do to achieve it.

Unit
12

1.Identify movie genres and the words used to describe movies within those genres.
2.Talk about movie times and invite others to a movie playing at a theater.
3.Write about movie preferences that they have and interview others to find out the same
4.Read a movie review and answer questions about the movie itself and the viewers
reactions
5.Write a movie review about a movie theyve recently seen
6.Talk about plans they have for the weekend using the present continuous
7. Write a paragraph in which they talk about their favorite movie and share with the class.

Goal #1 Identify movie genres and the words used to describe movies within those genres.
1.1 Identify words: sci-fi, thriller, suspense, action, drama, comedy, romance, musical. - funny, scary, loud, special
effects, sad, happy, exiting, boring, predictable, creepy, gripping.
1.2 Predict the movie genre and how good it is going to be from a movie poster.
1.3 Match movie types to different people based on their descriptions of the movies they like.
1.4 Use (someone) want/wants to see (movie) because I like...

Goal #2 Talk about movie times and invite others to a movie playing at a theater.
2.1 Use the movie begins/starts at 7:00 PM to say the time when a movie begins.
2.2 Use the expression were going to the movies tonight, do you want to come? would you like to come? to invite
someone to the movies.
2.3 Invite someone to a movie after watching movie times in the local newspaper.
Goal #3 Write about movie preferences that they have and interview others to find out the same
3.1 Identify expressions: Im not crazy about... I like to see (action, comedy, jokes, etc...), Im not into..., I love, I like
(types of movies), a big fan of, I prefer.
3.2 Write sentences with because to give reasons on why they like a type of movie.
3.3 Ask questions like do you like horror movies? why do you like comedies? to find out someone elses movie
preferences.
3.4 Write a paragraph stating someone elses movie preferences and share with the class
Goal #4 Read a movie review and answer questions about the movie itself and the viewers reactions
4.1 Use -ing/-ed adjectives to talk about descriptions of movies. E.g.: Mission impossible is a gripping movie that doesnt
let you get bored.
4.2 Read movie reviews and identify -ed/-ing adjectives within.
4.3 Answer questions about the viewers reactions on the movies reviewed. E.g.: Was the reviewer bored during the
movie?
Goal #5 Write a movie review about a movie theyve recently seen
5.1 Use the simple present to talk about the movie itself. E.g.: This movie is about a group of friends who go to... This
movie is not very good because.
Goal #6 Talk about plans they have for the weekend using the present continuous
6.1 Use the present progressive to talk about future plans. E.g.: The movie starts at 7 and were going to the theater at 8.
6.2 Make a schedule for their weekend and orally share with the class the plans they have.
Goal # 7 Write a paragraph in which they talk about their favorite movie and share with the class
Module Plan
Lesson A: goals 1 - 3

Lesson B: goals 4 - 7

Practice Activities:
Future forms with going to: This is a worksheet for revising future forms with going to. There are 4 different
activities in which students are asked to look at the picture and write sentences, put the verbs in brackets into
the gaps and form negative, interrogative and affirmative sentences.

Movies word search: This elementary word search puzzle contains words that describe different kinds of
movies.

Find someone who: likes horror movies, goes to the movie theater at least once a week, doesnt like action
movies, has seen the movie Titanic, prefers comedies to action movies.

Movie types: The worksheet contains the names of the main types of films, a picture example to each and 2
short activities: guessing the type of the film by description and matching types of films with some related words
(e.g. sci-fi - aliens). This is a vocabulary worksheet that can be followed by making sentences with new words.

Students will complete these questions and interview a partner, then present to the class:
o Do you like
movies?

o
o
o
o

Do you like
movies?
Do you prefer
or
Is Spider man an action movie?
Is The Avengers a romantic movie?

movies?

Students will complete this chart and present their movie to the class:
o Favorite movie
o It is about
o The main character is_
and he is
o The plot is very
o The movie is good because

and

Giving opinions worksheet: students are presented with several practices for grammar (ing/ed
adjectives).

Writing about favorite movies worksheet: here students will practice paragraph writing and verbal
structures for movie reviews

Video for this Unit

City Living

Core activities:
o Silently speaking
o Whats the next line
Project for this Unit:
Write a movie review using the present tense to describe a movie theyve recently seen.

Invitation Prompts

What?: Yoga session

Time: 5:00 PM
Place: Golds Gym
What to bring: yoga
mat and sweatsuit

What?: Breakfast
Time: 7:45 AM
Place: Your house
What to bring: orange
juice

What?: Pool
Time: 4:00 PM
Place: Centro Espaol
What to bring: Bathing
suit and sunscreen

What?: Dinner
Time: 8:30 PM
Place: El Pez Dorado
What to bring: the will to
eat

What?: Baseball match

Time: 8:00 PM
Place: Estadio Cibao
What to bring: baseball
cap and jersey