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July 23rd

Grammar B1

Objectives:

Get to know each other

Discuss the course syllabus.

Explore background knowledge regarding present tenses

Discuss present tenses structure and usage.

Discuss first impressions using simple present and present progressive.

1. Introductions: students stand up and look for someone who they would like to get to know
more. They spend two minutes discussing what they study (major), what they like about it, what
they think about English grammar. Then, they take turns introducing each other (no more than
30 secs per person).
2. Syllabus discussion
3. Elicit opinions about tenses in English (how many they know), and then specifically about simple
present and present progressive.
4. Make pairs for students to come up with a list of things they remember about each of those two
tenses. They will have 5 minutes to come up with as many things as they can. Check who has the
most things and give them a prize.
5. Present the video about simple present vs present progressive. Have them match what they
listed with this video. Also, have students establish the differences in terms of structure each of
these tenses have.
6. Then present the video about present tense. Focus on the structure. Provide students with
colored cards (three colors, one per type of sentence). They will make groups of four, think of an
idea that they can make affirmative, negative and yes/no/ information question. The group
writes their sentences and then exchanges them with another group to check if they are right.
7. Make pairs by names in the list. They will spend 5 minutes using simple present and present
progressive to discuss what first impressions they had about each other and whether they
believe first impressions matter.
July 25th

Objectives:
Review simple present and present continuous structures and usage.
Differentiate stative verbs from action verbs.

Warm up: students make a circle. Then, they pass around one of the papers they wrote in the
previous class. Use a bomb timer. When it goes off, ask the person who has the sentence to
convert it affirmative or negative or question. Repeat this procedure two more times.

1. Establish the difference between the two tenses on the board, with the help of a student
(have the rest help him/her by telling her the information)
2. Students move around. With eyes closed, choose people to come to the board and
complete exercise 2.2.
3. Work on exercise 2.3 by having them take out letters of their last names from a bag.
4. Make pairs by names in the list. They will spend 5 minutes using simple present and present
progressive to discuss what first impressions they had about each other and whether they
believe first impressions matter.
5. Elicit definition of stative and action verbs.
6. Present video of stative verbs vs action verbs.
7. Play a game to identify state or action verbs. Students think of a verb and write on a card.
Then, they stand up face to face and show each other´s card. They need to call out state or
action every time they are shown a card. They move to the right until all of them have
shown their cards to each other.
8. Work on exercise 3.1 on the board. Give out colored cubes to choose the people who will
participate.
9. Students will make a list of 3 action and 3 state verbs. Then, they integrate these verbs into
a conversation about stereotypes.
August 13th

Objective: identify the appropriate situations when to use either simple past or past progressive

1. Warm up: post these two questions on the board: what did you do on the weekend? What
didn’t you do on the weekend? Give out two colors of post its. Ss need to stick their post it to
their shirt. Ss with yellow will ask first question. Students with green will ask second question.
Provide 5 minutes for this. Then, they sit down and think about two sentences: one affirmative
and one negative (from their classmates´responses) to share with the class.
2. Make a chart of simple past vs past progressive. Have ss read the info aloud and summarize it in
the chart. Make another division for when both tenses are used in the same sentence and
explain how it is done.
3. Ss work on exercise 2.2 in pairs. Then, choose random students to read paragraphs from the
story to check answers together.
4. Provide 5 minutes for students to go over the information on page 20 in groups of 3. Give out
cards with the time clauses. Have students post them on the corresponding column (before or
after).
5. Make a chart on the board with ONGOING EVENT and INTERRUPTION as headings. Provide 3
min for students to check the information with the same group as above and then, randomly
hand out the while and when cards for ss to paste them in the corresponding column (two when
and one while).
6. In pairs, students come to the front to take a number. That’s the number of sentence on
exercise 3.2 they will work on. When they are done, choose one representative from each
number to come to the board and share their answer.
7. Give out cards with time clauses to individual students. They will create a sentence with it
(specify simple past or both simple past and past progressive for when). Then they will walk
around the classroom sharing and copying the sentences from their classmates until they get at
least one example from each case.
August 15th

Class objectives:
Incorporate time clauses when discussing past events
Express past routines and habits through the use of would and used to

1. Warm up: give out matching clauses to pairs. They need to find their match and think of a way
to represent that idea with a drawing or a mimic. Choose three of them to come to the front
and have the rest guess their ideas.
2. Check homework
3. Work on exercise 3.3.
4. Provide cards with time clauses……..
5. Make two groups. Each group will check the information from one of the topics (used to and
would). Then, they will be chosen to explain structure and use of both expressions.
6. Work on exercise 4.2 (listening).

Homework:
On the facebook group, post a story about their childhood. There should be at least two
examples of used to and two examples of would.
August 20th

Objective: Discuss and practice uses of present perfect and present perfect vs simple past

Warm up: Show a a video for students to focus on the grandpa´s actions. Then, make pairs for them to
discuss how grandpa lived using used to and would. They will write at least one example for each at the
end of their discussion.

Introduce the context of the unit: success.

1. Make pairs or groups of three. Assign one of the pieces of information on pages 32 and 33 to
each pair or group. They will have 10 minutes to read and come up with a new example for their
assigned information.
2. Each group presents their assignment in 3 minutes max.
3. Have students sit in a circle. They will pass some paper slips around. Clap and they shout stop.
The student who gets the paper slip with number 1 gets to complete the exercise. Everyone
copies the answer.

Homework: exercise 3.2


August 22nd

Objective: create sentences related to success by combining the present perfect vs the simple past and
the present perfect vs the present perfect progressive

Warm up: students play with a balloon, pushing it around, making sure everyone touches it. Shout stop
and have the last person who touched it explode it. They need to collect the paper slip inside it and
answer the question they get. Do this with two more balloons. 15 min

1. To introduce present perfect vs simple past, choose two students to say and write on the board
what each of these tenses is used for. 5 min
2. Play a video about the differences between the previous tenses. 10 min
3. Students work on exercise 3.1 10 min
4. Explain the differences for the present perfect and present perfect progressive. Have students
provide examples 10 min
5. Ss work on exercise 4.2
6. In pairs, students create three questions, related to success in general or specific successful
events. Then, they ask these questions to other two pairs.

Homework:
August 27th

Objective: Review uses of different tenses: simple past, past progressive, present perfect, present
perfect progressive.

1. Show pictures on the screen to randomly chosen students. They need to express what is in the
picture using the tense or tense combination they see on the screen. Tenses could be: simple
present, present progressive, the simple past with past progressive or simple past with a time
clause.
2. Make two groups. Choose representatives from both groups. Post sentences on the board and
have them identify what the mistake is.
September 5th

Objective: describe events in the past emphasizing their chronological order by using time clauses

Warm up: Choose students randomly. Show them some pictures about two activities that happened at a
specific time in the past. They need to make a sentence using the past perfect.

1. Make a list of the time clauses on the board. Explain the meaning of time clauses for the past
perfect by having students do some actions and the rest make the sentences. Give out cards
with actions students will do. Then, choose specific students to build the sentences.
2. Work as a class on exercise 3.2 page 54.
3. Make pairs or groups of three. Then assign a number from exercise 3.3. They need to combine
the sentences they get and make a poster with it and get ready to explain which the earlier and
later event is.
4. Individually, students think about two actions they did today. They write a sentence using the
past perfect and one of the time clauses reviewed in class. They post their sentence to the
facebook group.

Homework: read about the past perfect progressive on page 56. Work on exercise 4.2
Workbook practice: pages 28-29
September 10th

Objective: identify different future structures as well as their specific uses and create meaningful
examples for each.

Warm up: have students stand up and sit down. The last one to sit down will be the person to
provide a sentence in the future.

1. Make groups of three. They will have 5 minutes to discuss different future structures and
how they use them. They will make a poster and paste it on the board later.
2. Based on the posters, explain some specific details about the use of the structures for
future.
3. Students work on exercise 2.2 page 65. Pass a bag with numbers around. Students take
turns to make one sentence.
4. Students write a short paragraph about how they think technology will impact daily life in
the future. They need to use going to, simple present, present progressive for future. Then,
hey exchange paragraphs and identify/correct future structures.
September 12th

Objective: Differentiate between the uses of will and be+going to to express future.

Express events that will be in progress at a given time in the future.

Warm up: students think of something they are going to do tomorrow. Then, they make groups of 5 and
guess each other´s activities by doing mimics.

1. Choose two students to take notes on the board. Make a comparative chart between will and
be+going to. Have students tell the differences and the volunteers write them on the board.
2. Draw another chart below and have another student come to the board and write the important
information about future
progressive.
3. Work on the listening
exercise together.
4. Plans and spontaneous
decisions helping game
The easiest way of
practising these
meanings of “going to”
and “will” is for someone
to say what their plan is
(maybe from a list of
suggestions like “You are
going to have a
housewarming party”),
and other people to offer
to help with sentences
like “I’ll bring the booze”
and “I’ll help you tidy up
afterwards”. The last
person to speak when
everyone else has run
out of ideas is the
winner.
Septemeber 17th

Objective: organize future events according to the order they will happen through the use of time
clauses.

Warm up: Make two groups. Choose a representative from each group. They need to come to the front
and count 1, 2, 3 taking turns and using finger snaps and claps instead of saying 2 and 3. The one who
gets it wrong has to say something related to last week’s classes.

1. Have students watch the video about future time clauses. Choose people to provide extra
examples.
2. Explain 2.2: when and while for ongoing events.
3. Divide the class into three groups. Have students sit together. Then, assign one of the exercises
(2.1 B, 2.2, 2.3) to each group and have them work on it to share answers with everybody later.
4. Spread the pictures out on a desk and ask students, working in pairs, to choose a picture.
Hand out the small pieces of paper you cut up before the lesson.Write eight to ten
prompts on the board that cover your target language. How much support you give
students here depends on the level of the class and their familiarity with the language. For
revising future time clauses I might only write short prompts: as soon as, until, while,
before, after.

However, if it’s relatively new I would give larger chunks:

 I’ll _______ as soon as I _______.


 I’m not going to _______ until he/she _______.
 He/She won’t _______ before he/she _______.

Students work in pairs writing funny sentences for their picture, making sure that they put the
number of the picture at the start of their sentence. After a few minutes they pass their picture to
the next pair so that the pictures move around the room clockwise.They keep working until the
pictures have made their way around the room or every group has written eight or more
sentences. Ask students to stand up with their sentences, leaving the pictures on their desks.
They now need to walk around the room placing the sentences next to the pictures they were
written for (this is why the number labels are important).Next, students take their notebooks and
walk around the room talking about which sentences are the funniest, cleverest and silliest, while
writing down their favourite sentence for each picture. When they’re done, collect the pictures
and sentences. Students sit in their pairs, close their workbooks, and try to remember as many
sentences from the game as they can. Then, they open their notebooks and compare the
sentences that they chose for each picture.Finally, students decide in their pairs which sentence
was the funniest and write it on the board (obviously students can’t pick their own sentence). The
pair with the most sentences on the board wS
September 19th

Objectives:

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