Download Conversation level : intermediate (l1)

INSTITUTO TECNOLOGICO SUPERIOR DE ARANDAS
ENGLISH COURSE
Intermediate (11)
Unit 1- The weather report
* The difference between “Will” & “going to”
* “To get” + adjective
* Compound nouns
* Compound adjectives
* The same ……as
* Irregular comparatives
* Irregular superlatives
Unit 2 –The Canoe trip
* Adverbs of time
* Difference between “everybody” and “nobody”
* The adverb “that”
* The difference between “May & might” (2 pages)
Unit 3 –Vacation time
* The new future “be + verb + ing “
* Difference between “also, as well and too”
* Difference between “at least & at last
* The difference between “yet & not yet”
* It´s time to – It´s time for
* Verb + infinitive clause
Unit 4 – At the shore
* Use of “so “to express a goal
* Construction and use of the present future (2 pages)
Topics Index
Intermediate (12)
Unit 5- Arrival to New York
* Irregular verbs
* Use of the present perfect simple
Unit 6- The east coast
* Review of irregular verbs (preterit)
* Either …or / neither nor
* Would like
Unit 7- The housing search
* Regular comparatives and superlatives (2 pages)
Unit 8 –Visiting a house
* Use of compound nouns
* Final Prepositions
Intermediate (13)
Unit 9 –Free time
* Use of the present conditional
Unit 10- At the lake
* Difference between “can-could- to be able to”
* “To go & to come” + infinitive
* Anaphoric “to”
* The present subjunctive
Unit 11- The gas station
* Strong probability using “Must”
* To make somebody do something / to have something done
Unit 12- Buying a car
* Order of adjectives
* Relative pronouns and adverbs (2 pages)
* Difference between “as much as “and “as many as”
* Difference between “still & yet”
Unit 1- Weather Report
Topic name: The difference between “Will and going to”
Conversation level: intermediate (11)
Objective: The student will learn how to use of will and “going to” and
they are going to practice different skills
________________________________________________________
Grammar structure to practice:
“Will”

Will expresses an idea in the future but also a willingness (or refusal in the
negative form) and the likelihood of an event happening repeatedly.
Example: Will you help me, please? I will often have to take the train.

One uses will rather than to be going to with verbs that describe a thought
process such as to think, to know to remember….
Example: This is too hard .I won’t remember it.
“To be going to”


To be going to, followed by the infinitive, expresses a notion of forcible
future, an intention or a conviction.
The notions of the intention and immediate future are expressed more
clearly by to be going to than by will.
Example:

I’m at the station, are you going to pick me up?
Will you pick me up at the station next Tuesday?
“To be going to” used to express a conviction while will only expresses a
prediction, a fact.
Example:
There are lots of clouds. I’m afraid it’s going to rain today. (Speaker’s conviction)
On Sunday, it will rain on the south coast. (Weather forecast)
____________________________________________________________
General vocabulary: All weather vocab. (Rain, drizzle, lighting,
thunderstorm, snow, wind…) as well as their adjectives (rainy,
snowy, cold, hot, warm…)
Activity:
1.-Ask them to tell you their everyday activities select a specific day
and make the transition from present to future
2.-(Hot potato game) Throw the ball to each student, but first of all play
them some music, and they are suppose to throw the ball to each
student and when the music stops, they have to give you an example.
3.-Ler the students read an article about something that is happening
at the moment and then they have to write a composition about the
article but in future.
Topic summary:
It´s important to review everyday activities as a review
Unit 1 - The weather Report
Topic name: “to get” + adjective
Conversation level: intermediate (11)
Objective: To teach the construction and use of “to get” + an adjective
Grammar structure:

“To get “+ an adjective expresses a change from one state to another.
Example: Let’s go before we get all wet.
It’ll take months before I get
familiar with all this!
Put some sunscreen on, or you’ll get sunburned.

To get + a comparative adjective expresses a change of degree
Example: When will it get warmer?
Things will get better then.
__________________________________________________________________
General vocabulary: General nouns and adjectives
Activity:
 Explain the construction of get + adjective
 Explain the use of these
This structure is commonly used as a semi- verb, meaning that it
can be used as one even though it really isn´t.
 Categorize the adjectives in the next order: colors, physical (tall,
short, fat...) and menial ( crazy, stupid, smart…) descriptions
moods (happy, sad, angry…), sensations (hungry, sleepy, thirsty,
sick, tired…)
 Give examples and explain the meaning of each one
 After they’ve understood, have them create some out of their
imagination. You have to check if their real or not. Then they
have to explain to the class what the meaning of them is.
Topic summary
The use, structure and meanings of get + adjective words
UNIT 1 – The weather Report
Topic name: Compound nouns
Conversation Level: Intermediate (l1)
Objective: Have students practice adjectives in a compound
form.
 Grammar structures:
The compound noun is made up of a principal nun preceded by one or
several nouns or nouns or a noun phrase that has function as an
adjective.
 The first elements always in the singular, even if it has a plural
sense , except if it exists only in the plural form or if there is ask
of ambiguity
Example. Sky boots, a clothes factory , a goods-train
(ask of ambiguity of “good” was in the singular)
Note: The same compound noun can sometimes be written as two words , with a
dash or as single word.
Example : ice –cream, ice cream
The first element of the compound noun is used to determine the second. Different
meanings exist between the term is compound noun owner ship,composition,
purpose, aim….
Example: A pearl necklace, a jewerly box, a tennis racket
Note : A Compound noun cannot express the idea of a cause or a group, or refer to
the contents of a container.
Example: A group of tourists , a cup of tea.
General vocabulary: Forecast showers, uncertain, hailstorm,
thunderstorm, sunny,spells. Overscast, not withstanding, doubtful,
despite, flashfloods,sprinkle, celsius,fareigheit,earthquake,frost fog
Activity:
Once explained the structure, which will take you approximately 5 min, write on
the board several compound words not in order, they have to check which go with
which:
Be sure to make it at least with 10 words so they have a while to work on it. When
they finished ask the students what they thought were the correct connections.
Review the correct answer and explain what they mean. Then the students have to
make simple sentences with them.
Police
Bed
Tow
Panty
Night
hose
man
life
room
life
Another activity is to right three columns of words, they have to see how many
combinations they can make with these, you have to check them if they´re OK.
Kitchen
House
Wife
chain
table
knife
Kitchen –knife, kitchen – table
Hunting knife, kitchen knife…..
Topic summary:
The construction of compound nouns
hunting
bag
dog
UNIT 1 – The weather Report
Topic name: Compound adjectives
Conversation level: Intermediate (l1)
Objective: Have students practice adjectives in a compound
form.
Grammar structures:
The second part of a compound adjective, which is the more important part and
is modified by the first, may be:
 An adjective;
Example: I fell in the water, and it was ice –cold!
 a present participle;
Example: This movie´s heartbreaking.
 a past participle;
Example: you go to a restaurant for a well-deserved dinner.
We need a hand – held vacuum.

A noun + -ed.
Example: Your husband is a bad- tempered man
Note. Compound adjectives ending in –ed must be attributive when they have
concrete meanings.
(Otherwise they can be used as predicate adjectives)
Example : She´s a Fair- haired girl.
What an old fashioned lady!
Many compound adjectives fit none of the cases described above.
Example: I bought some secondhand books.
I want an 18 – month loan .
The interest is on a four – year basis.
Activity:
1.-Students describe their ideal couple and their partner draws him/her
down.
What would it be like to live with a person like that?
2.-Show the pictures of some super stars: what are these people like?
Have some flash cards ready with some adjectives and it´s appropriate
noun. EX: Well dressed, dark-haired, good – looking, etc. to help them
out a bit.
3.-Make up a product in group and advertise it on TV. Or radio
describe your product an d what it does how do you use it and for
what. What effects does it have? Other students have to listen to their
partners and pay attention to the information for possible questions.
Topic summary:
Make sure that students don´t have doubts
UNIT 1- The Weather Report
Topic name: The same as
Conversation level: Intermediate (l1)
Objective: To obtain the use and knowledge of the words the
same…..as to make a comparison.
Grammar structure:

The same…..as´ expresses comparison and Commonly takes the following
forms.
 the same´+ noun or noun phrase + `as´+ Noun or noun phrase
Example: His shirt is the same color as my dress.
 the same + noun or noun phrase+ `as´ + dependent clause
Example: That is the same lamp as the one I bought.
With personal pronouns, `the same… as´ is used as follows.
 In everyday language:
The same + noun or noun phrase +` as´ +object pronoun
Example: I live in the same house as her.

Less often (usually in very formal language):
`the same´ + noun or noun phrase + as + subject pronoun
Example: I live in the same house as she
Note : The same (as) is another common form.
Example : Friday is going to be the same as today. It´s always the same. It´s the
same in America.
General vocabulary: weather conditions, rainy, cloudy, snowy, sunny, hot,
warm, cool, cold, freezing, foggy, windy, dry, wet, icy.
Activity:
Explain the general vocabulary then explain about the grammar
structures to practice give an example and then pupils must follow the
same pattern asking each other.
Example: Does Monterrey have the same weather as Guadalajara?
No Monterrey is cloudy and Guadalajara is rainy. Or No Monterrey has
cloudy weather and Guadalajara has rainy weather.
Topic summary
Student must be able to recognize to use all the patterns as well
as the different weather conditions
UNIT 1- The Weather Report
Topic name: Irregular comparatives
Conversation level : intermediate (l1)
Objective: The student will be able to understand irregular
comparatives and different skills
Grammar structure:
Some adjectives and adverbs have irregular comparative forms. The most
common examples follow.
Adjectives or adverb
irregular comparative
good
Bad
Far
Much/many
Little
better
worse
farther/further
more
less
General vocabulary: Lawsuit, lightly, loosen up, lukewarm, mass,
meantime, melt, menacing, mine, monsoon
Activity:
1.-Check the typical irregular comparative in the list.
2.-Use examples to let them see how they are used. Put them to
compare typical things they like: movies, T.V, programs, music (not
only groups or singers but songs from the same groups and singers).
3.-Also compare ideas and likes and dislikes amongst the students,
either from the answer from the before part of the activity or make
more topics where you have control.
4.-Women vs. men: both teams have to defend the hobbies of their
own, example: (Women ) Going shopping is the better than going to
the movies.(Men) Drinking beer is better than drinking coke.
Topic summary
UNIT 1-The Weather Report
Topic name: irregular superlatives
Conversation level: intermediate (l1)
Objective: The student will be able to understand irregular
superlatives and different skills
Grammar structures:
Some adjectives and adverbs have irregular superlative forms. The most common
examples follow.
Check unit 1 –Weather report (irregular comparatives) for comparison between the
two.
Adjective or adverb irregular superlative
Good
the best
Bad
the worst
Far
the farthest / the furthest
Much/many
the most
Little
the least
__________________________________________________________________
General vocabulary: Lawsuit, lightly, loosen up, lukewarm, mass,
meantime, melt, menacing, mine, monsoon.
Activity:
1. -See first the list of irregular superlatives and compare them with
the irregular comparatives.
2. –Read a magazine article and then ask question about it. Then
they´ll write a small composition about it using the irregular
superlatives. They have to say it out loud. Don´t forget to check
their pronunciation.
3. –Ask the students what or who is the best vacation spot, band or
group, movie, song, actor/ actress…..discuss their answers and
compare them with everybody else´s answer. When there is a
larger amount of students do the same activity but in pairs of
teams.
Topic summary:
Overview of irregular comparatives
The use of irregular superlative
UNIT 2 – The canoe trip
Topic name: Adverbs of time
Conversation level :Intermediate (l2)
Objective:To learn how to use adverbs of time
Grammar structure to practice:
The main adverbs of inexact time and frequency are: always´ never´ sometimes´
often´ no longer; not…..anymore, soon, already, still, usually and ever.
The adverb is place.
 Immediately before a verb ( before the main verb when an auxiliary is
present);
Example: I never talk about the weather!
How many passengers usually ride with you?
It will soon be July 4th.
 after to be in any simple tense, except when to be is at the end of a
sentence or in the imperative;
Example I´m still very tired.
It sometimes is!
Always be on time.
 before a modal auxiliary and less often “before auxiliary be” or “have”
Example: I still can stay here fir a while.
They already have gone their way.
 at the end of a sentences.
Example: it will be July 4th soon
They have gone already.
How many passengers ride with you usually?
Are you going to drive it often?
General vocabulary: always, never, sometimes, often, no, longer,
longer, not, anymore, soon already, still, usually, ever.
Activity :
1.-Tell the students some of the uses of the adverbs or time using
examples.
2.-Give an example of each of the basic adverbs of time and then the
students have to give an example of each referring to their activities.
3.-Lastly I would put the students in pairs and put them to speak with
each other asking about when they do their activities while using the
adverbs of time.
Topic summary:
Make sure to divide the class into interrogative, affirmative
and negative
UNIT 2 – The canoe trip
Topic name: Difference between “everybody” and “nobody”
Conversation level: intermediate (l1)
Objective: To learn the meaning of everybody and nobody
Grammar structures to practice

Everybody is the combination of “every” and “body”
Everybody (synonym of everyone) is singular.
Example: Everybody thinks he´s clever

In the negative form, everybody becomes nobody
Nobody (Synonym of no one) is singular.
This pronouns is followed by a verb in the positive form.
Example: Nobody is home.
________________________________________________________
General vocabulary: General everyday activities and actions (go to
work, school…..wash the dishes, have dinner out…)
Activity:
1.-Explain the use of “everybody” & “nobody”. Also explain the
similarities between “everybody” & “everyone” as well as “nobody” &
“no one”.
2.-Then start with questions that include the word “anybody” to start to
get familiar with things everybody does.
3.-Then we will see the negative type with nobody, and ask questions.
Topic summary:
The use of “everybody” & “nobody”
The similarities between “everybody” & “everyone” as well as “nobody”
& “no one”
Unit 2 – The canoe trip
Topic name: The adverb “that”
Conversation level: intermediate (l1)
Objective: To know how to use the adverb “that”
Grammar structures:
That ´in addition to being used as a demonstrative can also be used as an
adverb. When used as an adverb it goes before an adjective or other adverb.
Example : Was the fog that thick?
I had no idea I was that far in the red.
I´m freaking afraid! Are you that afraid?
This adverb is not to be confused with the demonstrative “that”
General vocabulary: Adjectives (basic and higher), questions
words.
Activity:
1.-Explain the difference between “that” as an adverb and as a
demonstrative pronoun.
2.- Write on the board more examples so the can see them and then
make their own. Then one by one they say their examples out loud.
3.-Finally we will end up having conversation using all the forms of
“That”.
Topic summary:
“That” as an adverb and as a demonstrative pronoun
The use of “that” as an adverb
UNIT 2- The canoe trip
Topic name: the difference between “may” & “ might”
Conversation level: intermediate (l1)
Objective : To learn the ways to use “may-might”
Grammar structures to practice:
The helping auxiliaries may and might are used to express a possibility.
A- Form One uses:
 May/might + infinitive without to when talking about the present or the
future
 May/might + be + ing when talking about the present or the future
 May/might + have + past participle when talking about the past
 The negative is formed as follows: may+ not might + not

The negative is formed as follows: may + not might + not
Example:
That may not be true.
They might not know about this.
 In the interrogative form, to be likely to, is there a possibility and do you
think are used instead of might and may.
Example:
Are they likely to be back soon?
Is there a possibility he´ll go?
B- Use
 May expresses a possibility more certain than might
Example:
Strong possibility
She may be late because she has a lot to do.
Be quiet! He may be sleeping
Large uncertainty
I might come tonight, but I´m not sure.
I haven`t got a towel.
-John might have taken several.

May is used as well when asking for (and giving )permission with
politeness.
Example: May I borrow your pen?
Note: Might is used often in the place of may:
 In everyday speech (except that might expresses
a doubt greater than may)
 In indirect style when the sentence is in the past
( to keep with the sequence of the tenses).
Example:
He said he might come tomorrow.
Might is used as well for criticisms or suggestions.
Example:
He said he might come tomorrow
Might is used as well for criticisms or suggestions.
Example: You might (as well) take your coat. It´s cold outside. You might
have asked the technician. He knows a lot.
General vocabulary: general activities, shopping/buying
Activity:
 Start by explaining the structures and uses of “may”&”might”
 After have students say what are their plans for the weekend or
for their next vacations.
 They can also make belief that there is some kind of problem
your brother or sister has cause and they have to invent
something in order for their sibling not to be accused.
 Think of a bunch of topics and write them on little pieces of
paper. The students the will say if there´s a possibility of them on
little pieces of paper. The students the will say if there´s a
possibility of them doing that activity in the near future and the
why yes or not.
Topic summary:
Expressing possibility with “may & might”
UNIT 3 –Vacation time
Topic name: The near future “be+ verb- ing”
Conversation level: intermediate (l1)
Objective: to be able to say where you your next vacation and to be
able to identify the names of certain countries.
Grammar structures:

The present continuous (be + ing+ verb) may a planned or expected event
in the near future.
Example: We´re having friends over for dinner.
Where are you going?
We´re staying in a summer house we rented.
Note: In such a case, the date is often explicit.
Example: They´re coming tonight.

This form can also imply a strongly fell intention or desire. “Not” may be
stressed in negative sentences of this type.
Example: I´m not seeing anybody today.
General vocabulary: United states of America, Hamburger, Spain,
France Champagne, Mexico, England, Fish and Chip, Italy pizza, go out,
nightlife
Cruise ship, dock, excursion.
____________________________________________________________
Activity:
1.-Each student has to draw a picture which represents a country
they would like to visit. The other students have to guess which
country it is, they practice the phrase, “This year I am going on
vacation to
2.-The students have to name the country that a certain type of
famous food or wine comes from, for example, if you write pizza
on the board, the students would have to guess you were talking
about Italy, hamburger would mean U.S.A ., Fish chips=England
champagne – France= Spain , tequila=Mexico, etc.
3.-Using the example from activity2, the students have to say
where they are going on a holiday and why, for example ,”this
year I am going on vacation to Italy because I want to eat pizza”
etc.
Topic summary:
1.-Remember that countries always Being with a capital letter.
2.-The near future is described using “Be”+”ing” verbs.
UNIT 3-Vacation time
Topic name: Difference between “also” as well” & too
Conversation level: intermediate (l1)
Objective : To be able to select items from a menu using “also”,
“as well” and “ too” liking the items together.
Grammar structures:
The synonyms “also” “ as well” and “too” are placed differently within
sentences
 Also is placed before a simple verb, before the
main verb in a compound tense, after to be.
Used as a stative verb, or at the end of a clause.
Example: I also have a trailer.
My lawyer had also raised that point.
There is also a basement downstairs. I have one also.
 As well ends a sentence.
Example: these two want some chocolate mousse as well!
 Too usually ends a clause. It is at times placed after its referent for
emphasis; in these rare cases, commas set off “too”
Example: Splash him too.
John, too, was impressed with the demonstration
General vocabulary: Order, wine, water, steak, potatoes, side
salad, vegetables, ice cream, coffee, bread.
Activity:
1.- Ask the student to create a simple menu for a restaurant. Help
them with the vocabulary if required, making sure they have a
variety of dishes, drinks and side orders on the menu.
2.-Ask the student to split into pair one of them is the waiter in the
restaurant, the other the customer, the customer should order
various items from the menu utilizing the terms “also” “as well”
and “too” to link the items.
3.-Ask the student to draw a picture of their family and to write by
the picture how they are relate (father, mother, brother, sister, pet
dog, pet cat) use the pictures to practice “also”, “as well· he also
has mother, and a father too, Leo has a pet dog, and Pedro has
one too.
Topic summary :
“Also”, “as well” and “too” can be used to link together related
parts of a sentence.
UNIT 3 – Vacation time
Topic name: Difference between “ at least” and “at last”
Conversation level: intermediate (l1)
Objective : To consolidate the vocabulary relating to the beach
and to understand the difference between the phrases “at least”
and “ at last” in to apply them specific, situation.

Grammar structures to practice:
“At last” (finally ) should not be confused with “ at least” (in any case;
at the lowest estimate)


“At last” may precede clause, follow an
auxiliary, or end a sentence.
Example: At last you have stopped that noise. We can at last relax. She`s
arrived at last. We´re ready! At last!
At least” may precede a clause, a noun or noun phrase, or follow a clause,
auxiliary, or main verb.
Example: At least your illness isn´t serious; otherwise you would be in the
hospital.
I hope we`ll have a nice summer at least! And don´t forget to rest for at
least three days.
You can at least tidy your bedroom.
This must cost at least 20 dollars.
General vocabulary: Late, at least, sandals, swimming trunks,
towels, suitcase, sunbathe, suntan, lotion, sunburn, hot tub,
sand, wave, boardwalk, beach ball, sunset, sunrise, trunk.
____________________________________________________________
Activity:
1.-Ask how vacation is in a hotel at the beach, in the morning
after breakfast? Do you sunbathe on the beach? You have
agreed to meet some friends on the beach at 10 a.m It is already
five minutes past ten but you can´t find your sandals or your
suntan lotion. At last you remember that you left them in a
suitcase in the trunk of your car you go to collect your sandals
and suntan lotion from the car. You arrive 15 minutes late to
meet your friend on the beach . Your friend is angry, so you need
to explain the difference between at last and least, providing help
if required.
3.- Explain the vocabulary that the student don´t understand from
activity (1) then ask students to split into pairs and to play out the
scenario. Ensure that they use “at last” and “at least” at least
once each in the dialogue.
Topic summary:
At last= finally
At least= something positive in a negative event.
Unit 3- Vacation time
Topic name: Difference between “yet” and “not yet”
Conversation level intermediate (l1)
Objective: To understand and apply the terms “yet” and “not yet”
in questions and responses relating to an event that is waiting to
happen.
Grammar structures:


A –yet
Yet is used in questions talking about an event that is waiting to happen.
It is generally put at the end of the clause.
Example: Have you met him yet?
Note: This question is answered as follows: Yes, we have. Yes, we´ve met
before.- Yes, we´ve already met him.
B- Not yet
In the negative form, not (…) yet is used.
Example:
We haven´t started watching the video yet, you can join us.
Note: with “nobody” “not” is avoided.
Example: Nobody has arrived yet.
__________________________________________________________________
General vocabulary: Course, studying, yet, not yet, already, intermediate.
Activity
1.- Ask each of the students in turn “have you finished the intermediate
course yet? Use the responses to explain the construction, especially
that “yet” is at the end of the question and that “ not yet” denotes the
negative.
2.-Ask the student to split into pairs and practice some sentences using
“yet” in the question and “not yet” in the responses only if they have
practiced a few times, then ask them to say their questions and answer
in front of the whole class.
3.-Ask each student to write down their names of other students. Or
teachers that they know at TECNOLOGICO, using the names the
students they have chose, go around the class asking “ have you met
him/ her/ them yet? In order to practice the “no I haven´t me him/ her/
them yet or “ yes I ´ve already met him/her”.
Topic summary:
“Yet” is used at end of question about an event writing to happen.
“Not ….yet” is used when the event is still to happen.
“I “ plus perfect tense “ have” plus already “infinitive” is used when the
event has happened.
UNIT 3 – Vacation time
Topic name:” it´s time to “ – “ It´s time for”
Conversation level intermediate (l1)
Objective: To specify the time when things need to be done
Grammar structures:
“It´s time” May be used in either of the two following ways:
 Before a clause beginning with “ to”
Example: it´s time to go to bed
It´s time to go on vacation.
 Before “for “ + a noun or noun phrase
Example: it´s time for the concert.
It´s time for the meeting.
General vocabulary: Beach house, castle, bungalow, hike, package tour,
rental car, scenery, sea, travel agent, traveler, view, youth hostel, partner,
brochures, country , road trip, highway, main road.





Activity:
Explain the difference between “It´s time for”
“It´s time to” used with a verb. Indicates when the moment for an action is
about to begin has come.
“It´s time for” used with an event . Indicates, when the moment for an
expression adding only a pronoun (possessive)
With a partner, decide on a place to go on vacation.
Create a role play between a traveler and a travel agent .
Present your role play to the class.
Another option is to create hypothetical situations in which the student has
to use the structure:
It´s 3:00 am, after going to the clubs it´s time to go home.
When your sick it´s time for your medicine.
You have a lot of work to do it´s time for a break

Topic summary:
Time for and time to
Unit 3 – Vacation Time
Topic name: Verb + infinitive clause
Conversation level: Intermediate (l1)
Objective: The student will be able to practice infinitive and different skills.
______________________________________________________________
Grammar structures:
The infinitive clause, which may follow any verb that express is subject´s
command, wish interdiction, preference, is formed using verb + object noun or
pronoun + infinitive.
° The following verbs are normally active when they introduce infinitive clauses: “to
want´, ´to like,´ ´to love,´ ´to wish,´´to get,´´to cause,´
Example: He wants John to rent a replacent vehicle
When would you like your car to be ready?
°The following verbs may be active or plassive when they introduce infinitive
clause: ´to inted,´´to mean,´´to force,´ ´to compel, ´to order,´ ´to forbid,´ and ´to
expext,´
Example: He ordered the prisoners to be freed
He was ordered to pay at once
Note: ´not´ precedes the infinitive.
Example: he expects you not to say anything.
GENERAL VOCABULARY: darken, develop, dive, drown, duck,
obviously, overflow, palm tree, paper back, pearl.
ACTIVITY:
1.-Play them music and each student will be able to sing in English and
they are going to try to understand the song, after they finish, you ask
them an example and each of them will say an example in infinitive.
2.- Let them describe a common day they have and they have to
use the infinitive and the best; will
have the opportunity
to ask another student.
Topic summary:
Check the new words see in class, show them the grammar structure,
answer their question & say good bye.
UNIT 4 – At the shore
Topic name: Use of “so” to express a goal
Conversation level : Intermediate (l2)
Objective: The student will learn how to express desires and ambitions using “so”
__________________________________________________________________
Grammar structures:
“so” can introduce a clause indicating a goal.
Example: I’m saving a lot of money so I can travel in the summer.
She gave him time so he could work properly.
Note: if so is preceded by a comma, the dependent clause expresses a
consequence.
Example: I’m saving a lot of money, so I can travel next summer.
General vocabulary: Goal, Achievement, progress, vacationing, encourage,
admire, enlighten.
Activity:
1.- Break the ice by asking student why they are studying English, comment on
today´s need to learn the language.
2.- Explain the use of “so” using some examples:
I´m doing my homework so i can go outside and play.
He´s lonely, so he bought a dog.
3.- Desert island. Tell students to imagine they are stranded on a dessert island;
ask them what and how they have to do in order to survive.
4.- Politics chat-talk. Have a conversation about a topic of national interest
(poverty, pollution, etc) Ask them what can be done about it.
Topic summary:
Explain the use of so as to expressing a goal; review mew words, question and
answers, say good bye.
Unit 4 –At the shore
Topic name: Construction and use of the present perfect.
Conversation level intermediate (l1)
Objective: to teach students the use of the present perfect and the
difference between the simple past.
__________________________________________________________________
Grammar structure:
The present perfect simple is formed as follows: have (conjugated) + past participle
Example: As I´ve seen this play before, I don´t want to see it again. He´s always
been very kind.
The present perfect simple always express a link between
present. One uses the present perfect simple to express:
the past and the
° a consequence in the present of a state or an action in the past.
Example: I´ve tried to learn Chinese but I haven´t succeeded.
° a state or an action that has begun in the past and continues until the present.
Example: He´s always won until now. I’ live never smoked.
° a state or an action, of a definite beginning and end, that has begun in the past
and that continues into the present in the case, ´since,´for,´ ´how long´or ´since
when´are used.
Example: I haven´t slept since Tuesday!
Note: When sice (sense of time) is followed by a clause, the verb of the clause is in
the preterit.
Present perfect
Simple
present
aff: Prn/name+heve/has+verb past part (vpp)+comp.
past (vp)+complement
Neg:Prn/neme+heve/has+not+(vpp)+comp.
not+(verb simple)+comp.
Prn/name+verb
Prn/name+did
Inte:Have/has+prn/name+(vpp)+comp+?
Did+prn/name+verb simple+comp+?
General vocabulary:
High tide, shells, hammock, Deckchairs, shovel, splashing, sunburned. Armbands,
Life jackets,
Seaweed, Jelly fish, sting, shark, Alone, what´s up, left, Broken, hit, put, Forgot.
Activity
Teacher writes in present/infinitive/pres. Part. On the board:


teacher divides the group into 2 teams
one team sends a student to the board, who chooses a verb from the board
and make a sentence using the present perfect structure.


The other team sends a student who changes the same sentence into the
simple past using the simple past structure.
Teacher remark the time lime of the two different sentences on the board.
The team with most correct sentences wins
Alternative activity.
1.- Listening & pronunciation: we want the student to speak and listen about the
family members, exchange with other students information and describe their life
family
2.- Writing & speaking: the students have to describe their favorite activities, what
do they like to do or dislike and share with other students their wishes.
3.- speaking & listening: make the students talk about past events, make them
describe work or school. Sharing with other students the students their vacations
with the family, and giving opinions about past experiences.
Topic summary
The structure and use of the present perfect
Comparison with the simple past
Unit 5- Arrival to New York
Topic name: Irregular Verbs
Conversation level: Intermediate (l2)
Objective : See the irregular verbs and practice them orally.
__________________________________________________________________
Grammar structure:
Reminder: A regular verb´s simple preterit and past participle are formed by
addingéd´or-d´to the verb´s infinitive. If verb
Ends with a consonant + ´-y,´its past participle will end in ´-ied´. When it ends in a
vowel + consonant and the last syllable is stressed, the consonant is offer doubled
before adding ´-ed.´
Example: to look --- look to love --- loved;
To try --- tried; to stop --- stopped.
However, there are also irregular verbs whose formations follow no such rules.
Irregular verbs´ various form must be memorized.
General vocabulary: irregular verbs list
Activity
1.- Explain the differences between regular and irregular verbs and give them a
copy of the verbs list (tell me more Irregular Verb List)
2.- The students have to describe past experiences, talk about what they have
done and what do they want to do in their lives.
3.- Make the students write about their last vacation and exchange information with
others, if they had fun or not, with whom did they go with friends or family.
4.- Make the students talk about their panning wishes, what they want to do in the
future. Describe the difference between past and present of their life styles.
Topic summary
Overview of irregular verbs
The difference between regular and irregular verbs
Unit 5- Arrival to New York
Topic name: Use of the present perfect simple
Conversation level: Intermediate (l2)
Objective : To talk about things that people have experienced while
reviewing frequency adverbs
__________________________________________________________________
Grammar structure:
The present perfect simple always expresses a link between the past and the
present.
One uses the present perfect simple to express:
° a consequences in the present of a state or an action in the past.
Example:
I´ve tried to learn Chinese but I haven´t succeeded.
° a state or an action that has begun in the past and continues until the present.
Example:
He´s always won until now.
I´ve never smoked.
° a stare or an action, of a definite beginning and end, that has begun in the past
and that continues into the present. In that case, ´since,´´for,´´how long ´or ´since
when´are used.
Example: I haven´t slept since Tuesday!
Note. When “since” (sense of time) is followed by a clause, the verb of the clause
is in the “preterit”.
°a state or an action that has just been accomplished.
Example: I´ve just finished an excellent book.
Note: One does not use never in the present perfect simple with expressions
describing a moment in the past such as ago, ´yesterday´... One uses the preterit
in its place
General vocabulary: abruptly, all-you-can-eat,appall, to be worth, to beg, to
blubber, bon voyage, bunch, cab, candid camera, chauffeur, to chase, to do
something for a living.
ACTIVITY:
First make a little review of the structures; this should take no more
than 5 minutes.
Students mention their favorite place they have, in or out of Mexico,
what did they do there, how much they spent, and how often have they
gone to that place.
Students are going to be poll tkers at an airline. They have to make
questions to all the other classmates about their traveling experiences
and how often they travel.
Example: Have you spent more than $2,000.00 USD on any of your
trips?, what has been the most ridiculous thing that has happened to
you on any of you trips?
Think of there things you haven´t done, and you would like to do ina
future. Discuss why you would like to do that and why you haven´t
done it yet.
Topic summary
° present perfect simple
° frequency adverbs
Unit 6- The east coast
Topic name: Review of irregular verbs (the preterit)
Conversation level: Intermediate (l2)
Objective : To review the use of verbs when expressing in past
__________________________________________________________________
Grammar structure:
°The preterit of regular verbs is constructed by adding –ed or –d to the verb in the
infinitive. The verbs that end with –y have a preterit ending of “-ied”.
Example: Yesterday I watched a movie.
The baby cried a lot last night.
°The construction of irregular verbs in the preterit does not have a precise rule;
they must therefore be learned dy heart.
Example: When did (to do) you firs meet him?
I first met (to meet) him yesterday.
I went (to go) to spain 15 years ago.
The preterit is used when:
Talking about actions or completely finished events that heve no ink to the present.
Example: We spent three years in Switzerland.
°talking about a specific action in the past. With expressions describing moments in
the past such as yesterday, last month, ago..., the preterit is necessary.
Example: they married two years ago
He died in 1964
°Talking about past habits.
Example: My grandfather woeked on a farm.
General vocabulary: verbs in past (check lesson 5 – Arrival in New York; irregular
verbs)
Activity
Students have to talk about their daily activities. They have to make
questions to all the other students, like what they do, they study or
work, what sport they practice, what time do they go to sleep.
Students have to share with all the other classmates their wishes,
what plans do they have for future, what place they would like to visit.
Students have to interchange information with other students about
their good and bad habits. What habits they would like to change and
which ones they won´t change.
Topics summary
Review of irregular verbs
The preterit
UNIT 6- The east coast
Topic name: Either… or neither… or
Conversation level: intermediate (l2)
Objective:The student will be able to decide for one thing or another
Grammar structure:
°To indicate a choice between two adjectives , nouns, noun phrases, verbs, or
clauses, either... or´is used.
Example: She´s either English or American.
I want either fruit juice or coffee.
In the summer, I either go to Prague or stay at home.
Either you pay duty on the extra ones, or I´ll have to confiscate them.
°To exclude both of two adjectives, nouns phrases, or verbs, ´neither... nor´is used
Example: She´s neither nice nor nasty.
He met neither John nor his wife
I neither read French, nor write it.
General vocabulary: Rainbow, religion, rent, reptile, game, garden, garage,
jecket, jeans, fanger...
Activity:
1.- Teach the students the use of “Either... or” & “neither...nor” and give them some
examples.
2.- Make the students talk about what they prefer to do on the weekends, what
places they have gone for vacation.
3.- Describe movies and books, talk about their favorites. What kind od movies
and books they prefer.
4.- The students have to share and express their wishes and do they prefer to be in
the future. Make them express likes and dislikes; agreeing disagreeing.
Topic summary
The use of “ Either... or” & “neither... nor”
UNIT 6- The east coast
Topic name: “Would like”: expressing wishes
Conversation level: intermediate (l2)
Objective:To teach “would + like” when expressing wishes
Grammar structure:
°The conditional ´would like´may express a wish or desire.
Would like´is contracted´-´d like.´
Would like´precedes an infinitive or a noun or noun phrase.
Example: I´d like to go to the movies
I would like more details
°use as an interrogative, ´would like is a more polite synonym of ´(do) want´
Example: What kind of gas would you like?
Would you like to have a drink?
Would you like to see the backyard?
General vocabulary: would events & conditions (poverty, hunger, war...), activities
(sports, work, housework...), sights, skyscraper, slumber party, chauffeur dessert,
coffee mug, hurdle, shock, poverty, treat, underpaid, well deserved, stopovers,
rocks (ice)
Activity
°Begin by explaining the use and structure of ¨would¨ when expressing wishes.
° While giving examples ask for some examples from the students. Don´t forget to
check no only tha grammar structures but the pronunciation.
° The students have to think of what are their wishes for topics like
school,marriage, the woeld... then they tell their wishes to the other students. The
students have to give their opinion about the wish (es). Each student will have their
turn.
°Another astivity is to write on a samall piece of paper a wish using the structure.
The students will pick a paper and read out loud the wish. The student will try to
guess ehich classsmate wrote that wish.
°More activities. Have students mention what place they would like to visit and
why.
What place, cities, museums or stores would they like to visit there? Whom would
they take? Compare their list with others.
° They´re at a fancy restaurant in a foreign country. They have to prepare their
orders with other students. After preparing their dialogs, they act them out in front
of the class using “would like” in their dialogs.
Topic summary
The use of “would + like” to express wishes
UNIT 7- The housing search
Topic name: Regular comparatives/superlatives
Conversation level: intermediate (l2)
Objective:To see how to change adjectives from their regular form to
their comparative and superlative forms.
Grammar structure:
Comparative superiority is expressed in two ways.
°Adjective+´-er than´is used with short adjectives (i.e., those contaning one or –
when they end with ´-er, ów,´´-le and ´-le and ý – two syllables). In such cases ´y´becomes ´-i´
Example: John´s taller than downhill skiing?
Note:
° ´-r´is added to adjectives ending in ´-e.´
Example: He´s nicer than you.
New Tork is large than life
°Final consonants of adjectives that end in one vowel+ one consonant are doubled
in the comparative.
Example: Their house is bigger than ours.
° Than´+ noun or noun phrase (or clause) is at times omitted.
Example: When will it get warner?
°More´+ adjective (+ ´than´) is used with long adjectives.
Example: My sister is more intelligent than my brother.
You know it is more beneficial on a long-term basis.
Comparative interiority is expressed by ´less´+adjective (+´than´).
Example: This model is less expensive than the later one.
Note:
°comparative adverbs are formed like comparative adjectives. All adverbs ending
in ´-y´ are preceded by ´more´
Example: she runs faster than you
He drives more slowly nowadays.
° More´ and ´less’ can precede nouns and noun phrases
Example: I would like more details.
A bank guarantee affords less protection.
The superlative of superiority takes the following forms.
°with short adjectives, ´the´or a possessive + adjectives + ´-est´is used. (short
adjective are those having one or__ if the adjective ends in ér,´´-ow,´p-lw,´or ´y´_two syllables. Final ´-y´is replaced by´-l´before ést.´)
Example: She would choose the cheapest possible car.
I was the lousiest golfer on the course.
Note.
°´-st´ is the ending for adjectives ending in ´-e.´
°When an adjective ends in one vowel + one consonant, the consonant is doubled.
Example: This is the biggest skyscraper in the world.
° With long adjectives, ´the most´+adjective is used.
The superlative of inferiority is formed using ´the least´+adjective
Example: shes´s the least expensive in town
This resttaurant is the least expensive in town
Example: These guys are the most intelligent i´ve ever met.
It will soon be july 4th, the most popular American holiday.
Note.
°superlatives are followed by ín´before singular nouns describing places and by of
or ín´in other cases.
Example: It´s the highest mountain in the world.
He´s the kindest of my friend.
She´s tha oldest member of tha family.
°The´+ a comparative is the superlative form when only two elements are
compared.
Example: This painting is the prettier of the two
She is the more intelligent of the two sisters.
General vocabulary: general descritive (tall, fat, crazy, sleepy, tired...)
ACTIVITY:
1.- Explain the modifications made to adjectives when transformed to their
comparative and superlative forms.
2.- Take a small list of basic adjectives and modify them, then write a larger list for
the students to change. Each student will compare their modifications.
3.- Once they´ve done this they will start making comparisons of defferent things or
places and why, example:



Luis is stronger than Raul
No, Raul is stronger.
Why? Because Raul can lift 10 kilos more than Luis.
4.- It is very importan to take in consideration the use of visual aids (either flash
cards or drawings) to helps on the undestanding of the structures.
Topics summary
*The modification of adjectives for comparatives and superlative
*Superiority and inferiority
UNIT 8- Visiting a house
Topic name: Use of compound nouns
Conversation level: intermediate (l2)
Objective:To review compound nouns as well as their use.
Grammar structure:
(see lesson 1- The Weather report, compound nouns for the construction)
The firs element of the compound noun is used to determine the second. Different
meanings exit
Between the terms of a compound noun: ownership, composition, purpose, aim...
Example: the castle dungeon, a pearl necklace,
A jewelry box, a tennis racket
Note: A compound noun cannot express the idea or a cause or a group, or refer to
the contents of a container. Example: a cry of joy, a group of tourists, a cup of tea
General vocabulary: rainbow, bow tie, mailbox, baby carriage, weekend,
nonstop, postcards, ice-cold, mind-blowing, teeth chattering, nightfall, hantfall,
hanheld, two-year, fair skinned.
Activity
1.- Review quicky (no more than 5 minutes) the construction of the compound
nouns.
2.- Describe people you know and the aren´t from the city you live in. What are
they like? Tell a partner and change roles.
3.- Cut out pieces of paper with nemes of people you already heve a picture of and
find out wich picture you father has. Example: Are you good loking?
Are you fair-haired? Etc.
4.-You are in a retaurant with some friends you order something that looks
delicious on the menu.describe the feast.
Topic summary
Review of tha contruction of compound nouns
The use of compound nouns
UNIT 8- Visiting a house
Topic name: Final prepositions
Conversation level: intermediate (l2)
Objective:To learn to use final prepositions
Grammar structure
Prepositions can be placed after verbs in the following kinds of prepositional
clauses:
° direct or indirect clauses introduces by interrogative pronouns.
Example: What kind of music do you like to listen to?
What ad are you talking about?
I never know where the wind is coming from.
°relative clauses (whose relative pronuns, in such cases, are usually omitted
Example: Idon´t like the girl she´s tqalkin to (´who(m)´is omitted)
°infinitive clauses
Example: She has nothing to complain about.
°elliptical questions. In such cases the prepositions go after interrotative pronouns.
Example: yesterday I went to tha opera. Who with?
Note: In an elliptical question expressing surprise or indination, the preposition
precedes the interrogative pronun.
Example: I just came back from Brazil... From where?
Note: Final prepositions are very common in writig and domint in speech.
Nevertheless, marny Americans still follow a traditional rule according to which no
sentence must ever and whit a preposition.
Followin this rule entails placing prepositions before their objects.
Example: He is the one to whom I addressed my complaint.
Whith what money are you planning to buy the car?
General vocabulary: Prepositions ( at, in, on, over, under, to ...), place
(home/house, the beach, work...)
Activity:
1.- Explain the structures and give them examples
2.- at the beginning we will strt questions like “what kind of music do you listen to”.
Where did you go to las night?
3.- Each student has make a question of this type and everybody answers. Then a
small conversation will start, commenting on the answers of each of the students.
Sometimes there are different points of view or activities.
Topic summary
The use final prepositions
UNIT 9- Free time
Topic name: Use of the present conditional
Conversation level: intermediate (l2)
Objective: To see the use of the present conditional
Grammar structure:
The present conditional is used:
°In a principal clause of which the dependet (often understood) is introduced by if +
preterite and expresses a condition or an assumption.
Example: if I had time, I´d (would) do many things
°To express the idea of future in the past.
Example: I thought she wouldn´t come.
°to ofter, ask for or state something with politeness.
Example:
Would you like a drink?
I´d (would) like to go swimming.
We should say he didn´t fit the job.
General vocabulary: calmly, overcast, menacing, rumblings, watering, mother
nature, monsoon, soil, yield, drought, rejoice
Activity:
1.- Overview the structure of the present conditional
2.- Discuss what you can do whit 1,000,000 pesos
3.-Have a set of things or pictures and have the students say what they would do if
they had those things.
3.- What are some thinfs they would never do? They have to draw a picture of it
and explain it to their parther.
Topic summary
Review of the present conditional (less2- The canoe trip)
The use of the present conditional
UNIT 10- At the lake
Topic name: Difference between can – could- to be able to
Conversation level: intermediate (l2)
Objective:To see the difference between can – could- to be able to
Grammar structure:
°The auxiliary can is will be able to
Example:
It´s great to be able to speak many languages
° The future of the auxiliary can is will be able to.
Example:
Don´t worry. I´ll (will) be able to pick yup up
°The preterite of the auxiliary can is “could”
Example:
He could be very kind sometimes.
I couldn´t hear anything because of the music.
Genral vocabulary: juggle, paint, walk, park, mountains, run, drive, climb,
mountain, ride, bicycle.
Activity:
1.- In pairs, ask the students to find out from their partners:
a) 1 thing they are able to do
b) 1 thing they were able to able to do when they were younger (could)
c) 1 thing they want to able to do in 3 year time (will be able to)
In front of the whole class ask the students to give their own answers first, then
those of their partners so that they practice the 1st and 3rd person forms.
2.-Now ask them to write down:
a) i things they can do now (can)
b) i things they weren´t able to do when they were younger (could not)
c) i things they will never be able to do ( I won´t be able to) ask the class to
read out loud their answers.
3.- In pairs, ask them to act out the following situation. A frien phones asking for
advice about what to do on the weekend, make suggestions about what they
(could) do, the friends will reject the first 5, giving reasons, and they accept the 6 th
suggestion
Topic summary
The difference between can- could-to be able
UNIT 10- At the lake
Topic name: “To go” and “to come” + infinitive
Conversation level: intermediate (l2)
Objective:To learn the specific characteristic of “ to go “ and “to come”
omitting “to “ after “come and go” when there is an infinitive
Grammar structure:
When the verbs to go and to come are followed by the infinitive, they are not
preceded by to and the coordinating conjunction and can be omitted.
Example:
Go (and) get the mail.
Come (and) eat with us.
General vocabulary: canoe, raft, riverboat, oar, camping, hiking, backpack, tent,
swimming, water sports... verbs in infinitive.
Activity:
°Take a couple of minutes to explain this simple structure, which is easy.
°Give a small list of examples and review the structures
°Explain that “and” can be omitted when using this structure.
°Give each of the students a small piece of papaer so they can write on it a verb or
an activity. Mix up the papers and give one back to each student. They will create a
sentence out loud using the structures above.|
°Do the same activity changing the papers but this they have to convince the entire
classroom to do what the paper says:
Paper: Swim in cold water.
Student: Hey guys, let´s go swin in the lake´s cold water.
°students one by one will say their sentences.
°Don´t forget to check their pronunciation and structures
Topic summary
The use of “to go & come” + infinitive.
UNIT 10- At the lake
Topic name: Anaphoric “to”
Conversation level: intermediate (l2)
Objective:Students will learn to use the anaphoric “to “ in daily speech
Grammar structure:
In order to avoid repetition, an infinitive can be replaced by the particle “to” (in such
cases called an anaphoric ¨to¨) in one of the followings forms.
°auxiliary úsed to,´´ought to´or ´have to´
Example: You don´t eat as much as you used to.
You dont´t behave as you ought to.
________ I don´t want to go
You´ll have to.
°an ordinary verb + an infitive
Example: I hope he´ll get through his exam; deserves to.
°an infinitive clause
Example: Would you like him to call you back? Yes, i´d like him to.
Note. When serving as a passive auxiliary, ´to be´cannot be replaced by ´to´
Example: You´ll be punished as you se deserve to be.
General vocabulary: get, achieve, memorize, attendance, extraction, solicited,
advertence, control, go.
Activity
1.- Review the use of anaphoric ´to´
2.-Break the ice by asking likes and dislikes.
3.- Have them write down the activities they do in their daily lives, ask them why do
they have to them. Example: I work because I have to.
4.-Pair work, have students work in pairs, discuss solutions and points of view on
the similarities of actions in the group; discuss their conclusions in group
Topic summary
To see the use of “to” in it´s anaphoric form.
UNIT 10- At the lake
Topic name: The Present Subjunctive
Conversation level: intermediate (l3)
Objective: To learn the proper use of the present subjunctive
Grammar structure:
A- Construction
The form of the present subjunctive corresponds to the infinitive form without to.
Example:
I suggest that you try this beer
He ordered i be there at ten o´clock.
B- Use The present subjunctive is used in formal speech to express:
°an order (after´to order,´´to command, “the order´...)
°a suggestion (after ´to suggest, ´to insist, ´to ask, ´the suggestion´...)
°a necessity (after ít is necessary that,´ít is imperative that,´it is important that´...) and
sometinmes after ón the condition (that).´
Example:
The judge gave the order he not be penelized.
The lawyer asks the session be closed.
It is imperative that you participate in this project.
General vocabulary: resort, water-ski, wave runners, mask, corona beers
Activity:
Appoint different students with different tasks typical to a Hotel. As being in charge of
different departments that the hotel has, make list of the things that you are not allowed
to do. This hotel is located at lake front area.
Picture that you are in charge of the hotel that is beside the lake, make suggestions to the
guests of what they should& should not do while sun bathing.
Finally, come up with a list of necessities that you will need for a flawless vacation trip.
Topic summary
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Must express strong obligations or probabilities.
Must has no past or future.
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Must is a modal verb and takes the bare infinitive.
UNIT 11- The gas station
Topic name: Strong probability Using Must
Conversation level: intermediate (l3)
Objective: Learning how to use must to indicate a strong probability
Grammar structure:
°Must´may express strong probability or near certainty.
Example: You must be Mr. Land.
Your car must be worn out!
Note: When must´is used to express strong probability, its negative form is ´cannot´
Example: He can´t be ill.
That can´t be easy.
°´Must´in this sense has no future: ´probably´or, alternatively, subject + ´´to be sure´+ a
clause referringto the future is used instead. In the present perfect, ´must´+ ´have´+ past
participle is used.
Example: I will probably go to bed.
Somebody must have picked my pocket in town yesterday.
°´Be,´´have,´verbs introducing predicates or describing mental operations, and, generally,
progressiveforms may follow ´must´.
Example: He must be wondering where I am.
General vocabulary: carburetor, bad deal, option, scenery, brakes, shoulder, tire, water
hose, radiator, air pressure, windshield wipers, windshield, water pum, oil, flat tire, sun
roof, drive´s seat, passenger´s seat, gas pump.
Activity:
°Overview the basic use and structures of “must”. Don´t forget to indicate that the
negative of ¨must¨is ´can not (can´t)´
°In groups of 2 or 3students, list all the problems a car may have. This can be done
individually also.
°discuss those problems to see if they could be fixd in a gas station or if they need to be
fixed in a mechanisc´s shop
°List possible solution and share them the rest of the class
°Also the students can act out a scene where one of them is a mechanic or a gas clerk and
the other is a a client with some kind of car problems.
Topic summary
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

´must´ express strong obligations or probabilities.
´must´has no past or future.
´must´is a modal verbs and takes the bare infinitive.
UNIT 11- The gas station
Topic name: To make somebody do something / to have something
done.
Conversation level: intermediate (l3)
Objective: To see the use of “to make somebody do something / to have
something done”
Grammar structure:
°The pattern ´to have or make+direct object+infinitive without to´means ´to cause
someone to do something´this patten has an active meaning.
Example:
I had him service my car
He made laughter tidy her room.
°The pattem ´to have + direct object+past participle´means ´to cause something to be
done.´This pattem has a passive meaning
Example:
He had his car repaired.
She had her tooth pulled out by her dentist.
Note: In this sense, to have is conu¿jugated with the auxiliary do
Example: Did you have your coat cleaned?
General vocabulary:
mishaps....
Switch board operator, tiresome, irate, flaw, faulty, mistakes,
Activity:
1.- see on tha board the two structures with some examples.
2.- Using all the vocabulary words, have students remember talking about a situation
where they had to call operators and complain about a specific product or service.
3.- Act out a situation where the operator talks with an angry customer. Students grade
performance (agility, naturality...)
4.- Talk about other things they have complained about and how did everything come out.
Was everything better at the or worse?
Topic summary
´To make somebody do something/ to have something done´
UNIT 12- Buying a car
Topic name: Order of adjectives
Conversation level: intermediate (l3)
Objective: The student will learn how to describe people places, animals, and
things with color , status , composition and emotional feelings. Students also will be
able to use adjectives and adverbs.
Grammar structure:
Attributive adjectives precede the nouns they modify. When several attibutives are
present, the one on which one places the most emphasis girl.
A few rules follow.
° Adjecives of color, origin, composition and function are normally placed in that order and
directly before the noun they modify.
Example: black spanish leather walking boots.
°first,´´last´and ´next´usually precede any other adjectives present (e.g., numbers).
Example: i have a huge red suitcase.
Note: Adjectives of equal importance are separated by commas.
Example: a long, difficult exercise
It´s a nice, well-equipped, four-room apartment.
General vocabulary: this that, fish, dog, hamster, and butterfly, wife, husband, mother
father, lady, girl, and daughter. Doctor, business mand and maid, garage, house,
basament, and garden. Dirty, small, nice wide, perfect, and clean. General adjectives.
Activity:
*Explain the order in which adjectives go (their two positions)
*Show students some pictures so they can describe them and then ask them about their
answers
*Introduce vocabulary (example: Is this woman wearing a white a white or green dress?).
*Each other will share and be able to describe using adjectives. Then ask students to
describe something they own in a written form.
*Each will read the descriptions and take place with a confident converation about
themselves. (I like to wear black.)
Topic summary
°Use the right adjective
°Indicatiors
°Nouns
UNIT 12- Buying a car
Topic name: Relative pronouns and adverbs
Conversation level: intermediate (l3)
Objective: To practice “who”, “that”, “whom”,”whose”, of “which”,”what”, “when”,
“where” and “why”.
Grammar structure:
°who is the relative subjec pronoun (singular and plural) that refers to a person
Example:
Ilike people who are honest.
°That and whisch are the relative subject pronous and direct and indirect objects (singular
and plural.)
That is restrictive, while which is not.
Example: She´s reading a book that makes her laugh.
The shoes,which i bouht yesterday, hurt my feet.
°Whom is relative indirect object pronun ( singular and plural) that refers to an animate
antecedent.
Example: The boy whom you met is my cousin.
Here is the woman whom you were looking at
Note. “whom” is often replaced by who. “whose” and “of which” replace a noun phrase
object to the noun.
°”whose” refers to an animate or inanimate antecedent.
Example: The girl whose dad is a scientist is very clever. (Animate antecedent.)
He room is the one whose door is locked (inanimate antecedent)
°Of which refers to an inanimate antecedent.
Example: She´s the room the door od which is locked.
°what and which are the relative subject and object pronouns (direct and indirect that
announce or continue previous clausses.
Example: Idon´t understand what you´re saying
Darkness is what i´m afraid of.
He said he´s lazy, qhich is true
She´ll give a party, which I´m excited about.
b- The Relative Adverbs
°When replaces an adverbial phrase of time
Example: tha day when he arrived, his family wasn´t there
°where replaces an advebial phrase of place
Example: We live in a place where the sun shines very often
° (The reason) why replaces an adverbial phrase of cause.
Example: Idon´t know why he´s so angry.
General vocabulary: piggy bank, comics, give in, short while, temptation, reap, treat,
Expenditures, get rid of, shopkeeper, miraculous, lure risky, glamble, wagered. Madness.
Activity:
1.- Overview the specific uses of each one of the relative pronouns and adverbs
2.- Make question that concerns casinos, gambling and money. Example: Have you ever
lost more that $50on gambling?
3.-Elicticing the vocabulary students have to write a story where they talk about the
importance of saving and the irresponsibility of betting.
4.- talk about places where you can entertain yourself and your family without spending a
lot of money.
Topic summary
Relative pronouns
Relative adverbs
UNIT 12- Buying a car
Topic name: Difference between “as much as” and “ as many as”
Conversation level: intermediate (l3)
Objective: Practice using “ as much as” and “ as many as” with real situations.
Grammar structure:
°In expressions of comparative equality, ás much...as´is used with singular uncountable)
and ás many...as´with plural (countable) nouns.
Example: I bought as much chocolate as I could.
There aren´t as many park is paris as in London.
Note:The corresponding negative forms are ´not as much...as´and ´not as many...as.´
Example: I don´t have as much luck as you.
I didn´t see as many movies as you did
°As much as´or ás many as´may be used without a noun. In such a case, the comparative
refers either to the entire preceding clause or to the entire preceding clause or to an
implied or previously stated noun.
Example: I hate marzipan as much as I love ginger.
Dou you want more candies? You didn´t hace as many as i did.
It´s twicw as much as the rent. (=It´s twice as much money as the rent.)
°As much... as´ás many... as,´ás much as´and ás may be preceded by quantifying adverbs.
Example: Today there are three time as many people in the streets yestarday
I worked twice as much as usal
°As much...as possible´and ás many...as possible´are superlatives.
Example: We need as much help as possible.
I invited as many friends as possible.
General vocabulary: allowance, bankruptcy, child, children. To commute, endowment,
fair-skinned, farewell, faulty
Activity:
°See the diffrent between both structures
° Sudents imagine they have their own restaurant. Their restaurant doesn´t have as many
people as before. They have to make a commercial promoting their restaurant as a
before. They have to make a commercial promoting theirestaurant as a buffet, meeting
center, or center, or famuly restaurant. Using “as many as” or ás much as” Ex: come try all
our dishes. We have as many as you can think of. Carrot soup, onion soup, beat, etc.
°If there is time, have students think of different places where they pay only one fee, and
do everything they want to do, and also take the number of people they want to take. Ex:
Six flags has a membership with which you can go every day of one complete year without
paying extras. And it counts with their auto-sardines, in which you can fill a car with as
many people for the same price
Topic summary
Difference between as much as and as many as.
UNIT 12- Buying a car
Topic name: The difference between “ still” and “yet”
Conversation level: intermediate (l3)
Objective: To know the difference between “still” and yet”
Grammar structure:
°´Still´indicates continuity or a link whit the past
Example: Is it still open?
I´m still hesitating
°Still...no´t indicates continuity in some negation or absence. ´Still´precedes an auxiliary
and ´not´follow it.
Example: She still doesn´t know.
°Yet´implies that the action or state described may still occur in the future.
Example: He has yet to learn.
°Not... yet´refers to an event that has not ocurred in the past but is likely to occur in the
future. ´Not´follows an auxiliary and ýet´ends a clause
Example: I haven´t thought about it yet.
She hasn´t had any car accidents yet.
Note ýet´may be used with ´nobody´.
Example: Nobody has arrived yet.
General vocabulary: Everyday activities and questions
Activity:
1.- See the differences between “still & yet”
2.- What were the things you liked doing when you were younger? Do you continue doing
those things? Why yes or not?
3.- Take a small story from a book and give a copy to each of the students. They have to
express to their classmates the actions that happen in the story, this whilw using the
above structure.
4.- Make small pieces of papaer whith different activites and say as quickly as possible if
you have done it or not.
Topic summary
The use of “still”
The use of “yet”