LESSON 1-A

Learning outcome:
 At the end of this session we will be able to talk
about language ability using the new vocabulary and
we will recognize the English verb system as well.
1A GLOBAL LANGUAGE
Verbs with different meaning
Verbs with different meaning
PAIR WORK: INTRODUCE YOURSELF AND TELL YOUR PARTNER ONE
THING ABOUT:
1. Your family
2. Your job / studies
3. Something you enjoy doing in your free time
 VOCABULARY AND SPEAKING

1. a. Choose the correct words in these phrases.

1. (my) first/last language (is) ..

6. know a little/few words of .. .
2. be bilingual in/at .. .
7. can't speak a word of/with .. .
3. be fluent at/in ...
8. can have/make a conversation in ...
4. be reasonably good on/at ...
9. speak some ... , but it's a lot/bit rusty
5. can get to/by in ...
10.pick up/off a bit of ... on holiday
 Vocabulary

 Bilingual: able to speak two languages, usually because you

learned them as a child.
 She is bilingual in Spanish and English.
 Fluent: able to speak a language easily, quickly and well.
 Mark is fluent in 4 languages.
 Reasonably: to quite a good level.
 Lorenz is reasonably good at English.
 Get by (in a language): know just enough of a language for simple
communication.
 They can get by in French because they´ve lived in France for
six months.
 Rusty: not as good at a language as you used to be because you
haven't used it for a long time.
 I can speak some Portuguese but it´s a bit rusty.
 Pick up (a language): learn a language by pracitising it, rather than
by learning it in class.
 Juliana picked up a bit of German when she was on holiday.
 A global language
Write about these people’s language skills.
Use vocabulary from your workbook, page 5, exercise 1.
https://www.youtube.com/watch?v=aS_R4H_Wbyg
Pair work. Write a list of jobs where
English is important.

Write two positive effects and two

negative effects of the global spread
of English.
b. PAIR WORK: Choose five phrases from 1a. Use them to make
sentences about yourself or people you know.

 My first language is Russian.

1. (my) first/last language (is) ..

6. know a little/few words of .. .
2. be bilingual in/at .. .
7. can't speak a word of/with .. .
3. be fluent at/in ...
8. can have/make a conversation in ...
4. be reasonably good on/at ...
9. speak some ... , but it's a lot/bit rusty
5. can get to/by in ...
10.pick up/off a bit of ... on holiday
 READING AND SPEAKING

2. Read the article about learning English around the world. Match
headings a-e to paragraphs 1-4. there is one extra heading.
LET´S
CHECK
 a English seven days a week 1. d
 b A changing language 2. c u r p a rtner
 c People's attitude to English 3. a p a re with yo
Com
 d An English-speaking world 4. b
 e A passport to employment
2. Read the article about learning
English around the world. Match
headings a-e to paragraphs 1-4. there is
one extra heading.
a English seven days a week
b A changing language
c People's attitude to English
d An English-speaking world
e A passport to employment
2. Read the article about learning
English around the world. Match
headings a-e to paragraphs 1-4. there is
one extra heading.
a English seven days a week
b A changing language
c People's attitude to English
d An English-speaking world
e A passport to employment
2. Read the article about learning
English around the world. Match
headings a-e to paragraphs 1-4. there is
one extra heading.
a English seven days a week
b A changing language
c People's attitude to English
d An English-speaking world
e A passport to employment
2. Read the article about learning
English around the world. Match
headings a-e to paragraphs 1-4. there is
one extra heading.

a English seven days a week

b A changing language
c People's attitude to English
d An English-speaking world
e A passport to employment
3. a. From the book. Students do the exercise on their own, Then
compare with their partner.

r part ner
h you
om p a re wit
C
 There are around 350 million native speakers of English.

 The British consil predicts that in the near future about half the
world´s population – over 3.5 billion people – will speak some
English.

 Dr Beneke is from the University of Hildesheim, Germany. He says

that the majority of interactions in English now take place between
non–native speakers.
 About 75% of the world´s correspondence is written in English

 At a Toyota factory in the Czech Republic, English was chosen as

the working language.

 The national gobernment of South Korea has been building English

immersion schools all over the country.

 Jean Paul Nerrière is a former French IBM executive. He believes

that the future of English belongs to non-native speakers.

3 b. PAIR WORK: Students discuss the questions.

HELP WITH GRAMMAR:
Review of the English verb system.

4. a Look at the article again. Match the words/phrases in

blue to these verb forms.
Present Simple speak
Past Simple visited
Present Perfect Simple
has become
Past Perfect Simple
had reached
Present Continuous is changing
Past Continuous was pretending
Present Perfect Continuous
has been
building
Present Simple Passive is written
Past Simple Passive was chosen
b Fill in the gaps in these rules with continuous, perfect,
simple or passive.

simple
• We usually use _______________ verb forms to talk about things
that are repeated, permanent or completed.
continuous verb forms to talk about things that
• We usually use ____________
are in progress, temporary or unfinished.
perfect
• We usually use ____________verb forms to talk about things that
connect two different time periods (the past and the present, etc.).
passive
• We usually use ____________ verb forms when we focus on what
happens to someone or something rather than who or what does the
action .
c. PAIR WORK: Look at the verb forms in pink in the article.
Which are activity verbs? Which are state verbs?

ACTIVE VERBS STATE VERBS

use seem
change believe

Then choose the correct word in this rule .

• We don't usually use activity/state verbs in continuous
verb forms .
Work in groups of four. Name the verb forms in bold in these
pairs of sentences. Discuss the difference in meaning
between a and b in each pair.

1 a They studied Portuguese for three years.

b They've studied Portuguese for three years.

EXAMPLE:
1. studied past simple, ´ve studied Present Perfect Simple
a. They don´t study Portuguese any more.
b. They started studying Portuguese three years ago and they still
study it now.
2 a Kemal often watches DVDs.
b Kemal's watching a DVD at the moment.

3 a Jo did her homework when I got home.

b Jo was doing her homework when I got home.

4 a She teaches English.

b She's teaching English while she's in Berlin.

5 a When we got there, the class started.

b When we got there, the class had started.

6 a Antonio repaired his car last week.

b Antonio's car was repaired last week.
6. a PAIR WORK: Choose the correct verb forms.

I 1. started / ´ve started studying Spanish after I 2. went/was going to

Argentina on holiday last year. I 3.'d never been/never went to South
America before and I couldn't speak a word of Spanish. While I 4. had
travelled/was travelling around the country, I 5. picked up/was picking
up enough words and phrases to get by.
I 6. told / was told that my pronunciation 7. was/was being quite
good, so when I got home I 8. decided/was deciding to learn Spanish
properly.
A friend 9. recommended/was recommended a school and I 10.
go/'ve been going there for about six months.
I 11. always enjoy/'m always enjoying the lessons and the language
12.teaches / is taught in an interesting way. I 13. think / thought that I
14.'m learning / 've learned a lot since I started. It's not all fun,
though - at the moment I 15. study /'m studying for my first exam!
 LESSON 1-B
Learning outcome:
 At the end of this session we will be able to talk
about education and identify verb patterns.
1-B OPEN LEARNING
PAIR WORK: Ask and answer each question below.
1.What did you do last weekend?
2. What have you done recently?
3.What have you been doing for a long time?
4. What do you do every week?
5. What were you doing at nine o´clock last night?
VOCABULARY AND SPEAKING
1. a. Match the definitions to the vocabulary about Education.

1. somebody who is studying for their first a graduate

degree at university or college.
2. somebody who has a first degree from a
an essay
university or college.
3. somebody who has a first degree and is a module
now studying for a higher degree.
4. one part of a university or college course. an undergraduate

5. piece of writing on a particular subject . an assignment

6. a piece of work given to someone as part
a postgraduate
of their studies or job.
 5 a tutor 1. a long piece of writing on a particular
subject.
8 a tutorial 2. a number or letter that shows how good
someone's work is.
6 a lecturer 3. a system where the student's work is
judged on various pieces of work, not one
final exam.
4 a progress report 4. a document saying if a student is improving.
5. a teacher who works with one student or a
7 a professor
small group of students.
6. somebody who teaches at a university or
1 a dissertation
college.
3 continuous assessment 7. a teacher of the highest level in a university
department.
2 a mark
8. a period of study with a tutor.
a student loan fees a scholarship a seminar

a lecture a Master's (degree) a PhD

1. a class in which a small group of students discuss a particular
subject.
2. a talk on a subject, especially at university or college.

3. the amount of money you pay to go to a private school,

university, etc.

4. the money that a student borrows from a bank while at

university or college.

5. an amount of money paid by a school, university, etc. to a student

who has a lot of ability, but not much money.

6. an advanced university or college degree.

7. the highest university or college degree.

HELP WITH GRAMMAR

USES OF AUXILIARIES
Here are some sentences with missing auxiliary
verbs – can you suggest replacements?

• am walking along the dusty road.

I ______
• will swim for my school.
Tomorrow I ______
• I _______
have finished my math homework.
• Dad ______
can wash the car and so can my mom.
• Toyota cars ______
are made in Japan.
 What is an auxiliary verb?

• An auxiliary verb is also called a helper verb.

• It comes before some verbs.
• Not all sentences have an auxiliary verb.
 be

have/has /had

be

do/does/did
Listening
Useful phrases to express your opinion
 Other uses of auxiliaries

ages

Master’s

assignments
does get
No, I don’t
everything
So does everyone, Nor do I.
don’t
did it?
degree

eighty-fifth
Listening
ages

Master’s

assignments

everything

degree

eighty-fifth
Auxiliaries to: Avoid repeating a
verb or phrase.
Auxiliaries in Echo Questions
Auxiliaries to agree or disagree
(to say it’s the same for you or other people)
AUXILIARIES IN VERB FORMS
 Be
Am, is, are, was, were

• Is followed by the present or past participle in the

sentence. e.g.

– I am going to the park. (going = present)

– Kylie Minogue is singing at Wembley stadium.
– Fish is usually eaten with chips. (is eaten = passive voice)
– I was beaten by a better player
– They were running past the gates when they saw a dog.
 Do

do, does, did

• These are followed by the base form of a verb

e.g.
– You don’t work very hard.
– Johnny does try his best.
– Did they win the game last week?

Put each of these auxiliaries into a sentence of your own

 Have

Have, has, had

• These are followed by the past participle of

the next verb. e.g.

– I have eaten all of my food.

– John has climbed Ben Nevis.
– Debbie had hidden all of Paul’s pencils.
 Modals
can, will, shall, could, would, should, may, might,
must

• These are followed by the base form of a verb

• Use each of these in a sentence of your own:

Can walk; will try; shall play; could tidy; would
like; should work; may eat; might choose;
must breathe
EX. 4
OTHER USES OF AUXILIARIES
 In short answers:
Do you believe in psychics?

◦ Yes, I do.

Are you a self-confident person?

◦ Yes I am.
 To avoid repeating the main verb:

I hate this kind of exams and so does my

friend Ann.
 With “so” and “neither”
With a verb in positive :
◦ So+ aux+ subj

 Peter loves this novel and so do I.

With a verb in negative :

◦ Neither + aux+ subj

 You didn’t know Alex was coming today

and neither did I.
 With “echo questions”

They are used to show interest:

◦ Aux ( = as in main sentence)+ subj?

 This is a really interesting guy.

 Is he?

 I really want to go on a date with him…

 Do you?
 To add emphasis:
 DO/DID + main verb

I know you deny it, but I know you DID cheat

in the exam.
 To make question tags:
 Positive statement , neg aux + subj?

◦ He’s from Ireland, isn’t he?

 Negative statement, positive aux + subj?

◦ You haven’t been to China before, have you?

EX. 5
 REMEMBER
Am Is Are
Was Were
Primary
Auxiliary Has Have Had
Verbs Do Does Did

Will Would
Modal Shall Should
Auxiliary Can Could
Verbs May Might Must
Be Been Being
HELP WITH LISTENING

CONTRACTIONS
• In spoken English we often contract the
auxiliaries am, are, is, have, has, had, will and
would.
• We also contract negatives (don’t, wasn’t,
won’t, etc)
 WATCH!
• Watch the following video.

https://www.youtube.com/watch?v=OvaXnJqrdcg
EX. 6-7-8
 Get ready… Get it right!
a. Work in pairs. Choose one of the situations in the book or
invent your own. Then write a one-minute conversation
between the people. Include at least five different uses of
auxiliaries from 4c and 5a.

b. Practise the conversation with your partner.

 LESSON 1-C
Learning outcome:
 At the end of this session we will be able to read and
understand an article and deal with listening activities
with regards of stories about exams by using different
verb patterns.
1-C GETTING RESULTS
 Discussion

1. Are tests / exams necessary?

2. Are good marks important?

• Video: https://www.youtube.com/watch?v=zKmeSbE9Uf4
Write four interesting things about
yourself or people you know

Where?
 What are some good and bad
things about exams? Make a list.
Speaking, Reading and Vocabulary
Ex. 1-2
HELP WITH VOCABULARY

VERB PATTERNS
VERB PATTERNS
VERB PATTERNS
 What different structures could
you identify in the previous slides?
VERB PATTERNS
Write these verbs in the table. Some can go in more tan one place.
 Complete the sentences about yourself.

• Example: During exam season I always regret studying all

the topics covered on the day before the exam.

1. My parents encourage…..
2. I ask ….. for help to …..
3. I persuade my ……
4. I definitely avoid ….
5. Teachers always force….
6. I sometimes forget …..
7. My parents don’t let …..
8. I decide ……………………………. at the last minute.
9. I manage …..
10. Sometimes I end up ……
 VERB PATTERNS IN ENGLISH
THE INFINITIVE THE GERUND

PATTERNS PATTERNS

VERB + TO VERB + OBJECT + VERB + OBJECT + VERB + INFINITIVE

VERB + GERUND
INFINITIVE TO INFINITIVE INFINITIVE WITHOUT TO or GERUND

WITH CHANGE WITHOUT CHANGE

OF MEANING OF MEANING

I want to go I want her She makes

to go to It started
to the cinema.

me cry. I regret I regret
the cinema. to rain.
telling you to tell you
=
that secret. I won’t I love
It started
help you skating.
raining.
 VERB PATTERNS IN ENGLISH
THE INFINITIVE

PATTERNS

VERB + TO VERB + OBJECT + VERB + OBJECT + VERB + TO INFINITIVE

INFINITIVE TO INFINITIVE INFINITIVE WITHOUT TO or GERUND

I want to go I want her She made WITH WITHOUT

to the to go to the me cry. CHANGE CHANGE
cinema. OF MEANING OF MEANING
cinema.

I started to cry.
She stopped
to smoke.  She stopped
smoking.
=
I started crying.
 VERB + TO INFINITIVE
AGREE They decided to divide the profits equal

DECIDE
HOPE I promise to wait.
FORGET
LEARN He forgot to leave the car keys on the tabl
PROMISE
PLAN TO DO
REFUSE We would like to visit Japan in 2006.
WANT
WOULD LIKE
She learnt to drive a car.
WOULD PREFER
WOULD HATE She agreed to come with us.

WOULD LOVE
They want to go to the football match.
 VERB + OBJECT + TO INFINITIVE
They allowed us to go to the party.
ALLOW
ASK Mary
HELP
We want the students to visit the new museum.
NEED her
INVITE
ORDER She told me to go there.
us
REMIND
TO DO
TELL
WANT We would like you to come with us.
the students
WOULD LIKE
WOULD PREFER
WOULD HATE I ordered Mary to wait.
Peter & John
WOULD LOVE
He asked us to leave by half past seven.
 VERB + OBJECT + (TO) INFINITIVE
HELP
Mary We helped Mary dust the living-room.

her

us She makes me cry.

LET
DO
the students
She doesn’t let me go to the cinema.
Peter & John
MAKE
 VERB PATTERNS IN ENGLISH
THE GERUND

PATTERNS

VERB + GERUND
or TO INFINITIVE VERB + GERUND

WITH WITHOUT
CHANGE CHANGE
OF MEANING OF MEANING

I started crying.
She stopped
smoking.
 She stopped
to smoke.
=
I started to cry. I love singing
 VERB + GERUND
We like driving cars.
ADORE * She loves ice-skating.
CAN’T STAND
CARRY ON They hated studying English.
DON’T MIND
ENJOY
FINISH I can’t stand listening to hip-hop.
GIVE UP DOING
GO ON
HATE * We are looking forward to meeting Paul.
KEEP ON
LIKE *
They kept on interrupting us.
LOOK FORWARD TO
LOVE *
They gave up smoking last week.
PREFER *

* These verbs can also take the TO INFINITIVE, but with a slight difference in meaning.
- With the GERUND, they show a general activity: I like cooking.
- With the TO INFINITIVE, they show a specific activity: I like to cook paella on Sundays.
 VERB + TO INFINITIVE or GERUND
(WITH CHANGE OF MEANING)
REMEMBER I remembered to post the letter.
 I remembered posting the letter
= I reminded myself to post the letter. = I have a memory now of a past
action: posting the letter.

STOP I stopped to smoke.

= I didn’t go on in order to have a cigarette.
 I stopped smoking.
= I gave up the habit.

TRY I tried to sleep.

= I wanted to sleep but it was difficult.
 I tried counting sheep.
= It was a possible way of
getting to sleep.

REGRET
I regret to inform you that we
cannot offer you the job.  I regret telling him that secret.

= I know that you will be = I told him; now I realise

unhappy when I tell you. that it was a bad idea.

GO ON
I went on to talk about the exams.  I went on talking for two hours.

= I changed subjects. = I continued doing the same thing.

 VERB + TO INFINITIVE or GERUND
(WITHOUT CHANGE OF MEANING)

BEGIN =
She began to read the book. She began reading the book.

CONTINUE =
We’ll continue to study hard. We’ll continue studying hard.

START I started to cook the meal. = I started cooking the meal.

Ex. 3a, 3b, 3c
VERB PATTERNS: STOP
VERB PATTERNS: REMEMBER
VERB PATTERNS: TRY
Listening and Speaking
Ex. 5-6
HELP WITH LISTENING
 Sentence Stress and rhythm
• In spoken English we usually only stress the
words that give the main information. This
gives English its natural rhythm.
Example:
Ex. 7
 Work in groups.
1. What was the last exam you did?
How did you feel before, during
and after it?
2. What was the hardest exam
you’ve ever taken?
3. Have you ever done an oral
exam? What was like?
4. Do you know any other
interesting or funny stories about
exams? If so, tell the group.
 REFERENCES

• Redston, C., Clementson, T., &

Cunningham, G. (2013). Face2face Upper
Intermediate(Second ed.). Cambridge:
Cambridge University Press.