El alumno ha desarrollado estructuras mas complejas del lenguaje, todas ellas se ponen en practica en conversaciones, debates, lecturas, etc.
WEEK 1 – FRIENDS
Grammar: Question forms, Tense review, Questions with prepositions, Subject questions, Adverbs of frequency. Vocabulary: Frienship, places.
DAY 1
Type in your whiteboard the following and ask the students about whether they agree or disagree with this.
Speaking & Reading Section
- Type in your whiteboard the names of 5 people you care about (a friend, a relative, singer, famous, etc.) and then let the students to ask you questions about them: Who’s John? When did you meet him? How long have you known him?, etc.
- Ask them to type in the names of 5 people they care about and then tell them to ask each other questions about the people they typed in.
- Play the following video and find out if any of the students have watched the TV show «Friends»
- Play the following game with your students.
- Have a short conversation with your students about the celebrities they saw in the previous activity.
- Ask them questions about those celebrities and focus on the way you ask the questions.
Speaking & Grammar
Grammar: word order in questions
- Focus students’ attention on the question forms below and explain which tenses theses questions are in (simple present, simple past, present perfect, etc.):
Where are you from? Have you got a cat? Where have you bought your car? Do you read books? When does your mother go to work? Did Max play football? What did you play yesterday evening? Who runs to the shop? Who did Mandy call last Monday?
- After explaining each example make sure students understand the following:
When making questions…
- … the auxiliary comes before the subject, not after it (highligh examples above)
- … if there is no other auxiliary verb, use do.
- … if there is another auxiliary verb, don’t use do. (
do you can swim?) - … What, Who, Where, How, etc. (WH questions) come at the beginning.
- Make sure students understand the word order in questions and then ask them to complete the following activity:
LINK FOR TEACHER: QUIZ
- Get a student to read aloud the questions: Where are you from? What kind of music do you listen to? from the previous activity.
- Focus on the position of the preposition and explain why the prepositions are at the end of the sentence.
Note: When a question word is the object of a preposition, the preposition often comes at the end of the clause, especially in the informal spoken language.
What are you interested in?
Where did you get it from?
- Ask them to complete the following activity:
ID: 4893 1910
- If there is time left have a cassual conversation using what they have learned.
DAY 2
- Begin the session asking every student about the people they talked about on the previous session activity 1.
- Type in the board «being a good friend» and ask them what they understand about being a true friend.
- Do you consider yourself a good friend?
- Have you helped a friend when they needed it?
- How long have you been friends?
- Are you still in touch with this person?
- How are you in touch with them?
Speaking & Listening Section
- Ask the students to listen the following activity and answer the questions.
ID: 6261 5110
- Ask the students to complete the following frienship quizz with you.
- Ask the students the following questions: how often do you talk to your friends? how do you contact them? are you still in touch with them? (if they don’t know what «still in touch» means, take time to explain it).
- The following audio is a short interview done with random people on the street, listen to the audio with the students and ask them to focus on the frequence people see their friends.
Speaking & Grammar Section
Adverbs of Frecuency
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WEEK 2 – ADRENALINE
Grammar: Present perfect. Simple Past and Past Progressive. Comparatives and superlatives. Vocabulary: Gradable and non gradable adjectives. Time expressions. Sports.
DAY 1
- Play the following video with the class and ask them what they think about skydiving.
Speaking & Reading section
- Ask the students if they have ever gone skydiving and if they would do it.
- Explain that skydiving is an activity that produces a lot of adrenaline and explain what is adrenaline (a substance your body produces when you’re angry, scared or excited, which makes your hear beat faster and gives you more energy).
- Ask them to make a list of activities that can produce adrenaline.
- Have a discusion about why those activities produce adrenaline.
Extreme Sports
- Take time to complete this activity with the students, read together and ask if they have ever done any of these sports.
Vocabulary
(gradable and non-gradable adjectives)
- Explain that some activities could be absolutely terrifying, some of them are pretty interesting and few others are fantastic.
- Then start explaining about gradable and non gradable adjectives.
Gradable adjectives are those where there can be many degrees of them, from weak to strong.
For example:
- The «Avengers» movie was really good.
- The weather in Russia can be extremely cold.
- That watch is pretty cheap.
Before gradable adjectives we can use the following modifiers: a bit, pretty, quite, really, very, extremely.
Non-gradable adjectives describe absolute qualities. You can’t be a bit dead or very dead.
For example:
- Our science project
bit finishedorvery finished- Instead we say «Our science project is finished»
If we want to make stronger our non-gradable adjectives we can use modifiers like: absolutely, totally, completely.
- Our science project is completely finished. Now we can go to the movies and have fun.
- Show the following picture to the students and explain that adjectives in blue are regular (gradable) adjectives and adjectives in red are extreme (non gradable) adjectives
- If students don’t have any questions about the picture above, do the following quiz with them.
Note: If you are teaching children you might want to use THIS ACTIVITY (WEEK 2/Gradable and non-gradable adjectives) instead of the quiz.
- Practice some vocabulary with the students asking to repeat after you the following audio.
WEEK 5 – FOOD
Grammar: Countable and uncountable nouns. Quantity expressions. Used to / would. Vocabulary: Partitives: a bar of, a bowl of…,etc. Describing food. Taste and texture. Nouns and articles.
DAY 1
Ask the students to think about their favorite dish and explain to the class what the ingredients are and, if possible, how to make it. Talk about typical food from their country.
Speaking & Reading Section
- Ask the students if they like chocolate and then ask them if they know the history of chocolate.
- Read with them the following text about the history of chocolate and clarify any question they might have.
- Play the audio for them.
Humans have loved chocolate for the past 4,000 years – but did you know that for most of that time, chocolate was most commonly consumed as a beverage? The word “chocolate” itself comes from words meaning “bitter water,” because chocolate was traditionally prepared as a cold, unsweetened drink. The chocolate bar as we know it today has actually existed for less than 200 years.
The history of chocolate begins with the native peoples of the Americas, who cultivated the cacao tree and viewed chocolate as sacred. The Mayas considered cocoa pods symbols of life and fertility, and the Aztecs believed that a god had brought the cacao tree to earth from paradise. Cacao seeds were even used as a form of currency in the 15th century.
Around 1528, chocolate arrived in Spain, where it was mixed with sugar, vanilla, cinnamon, and other spices. Chocolate later began to gain popularity in France as an aphrodisiac, eventually spreading to England, Germany, and Austria. In 1730, advances in the technology for grinding cocoa beans caused the price of chocolate to drop considerably. Finally, the first solid chocolate was invented in 1830 by a British chocolate maker.
There are three main types of chocolate: dark chocolate, milk chocolate, and white chocolate. Dark chocolate in particular benefits the circulatory system. Who eats the most chocolate in the world today? That award goes to the Swiss, who eat on average 25 pounds of chocolate per person per year.
- Play the following game with your students.
- Have a short conversation with your students about the celebrities they saw in the previous activity.
- Ask them questions about those celebrities and focus on the way you ask the questions.
Speaking & Grammar
Grammar: word order in questions
- Focus students’ attention on the question forms below and explain which tenses theses questions are in (simple present, simple past, present perfect, etc.):
Where are you from? Have you got a cat? Where have you bought your car? Do you read books? When does your mother go to work? Did Max play football? What did you play yesterday evening? Who runs to the shop? Who did Mandy call last Monday?
- After explaining each example make sure students understand the following:
When making questions…
- … the auxiliary comes before the subject, not after it (highligh examples above)
- … if there is no other auxiliary verb, use do.
- … if there is another auxiliary verb, don’t use do. (
do you can swim?) - … What, Who, Where, How, etc. (WH questions) come at the beginning.
- Make sure students understand the word order in questions and then ask them to complete the following activity:
LINK FOR TEACHER: QUIZ
- Get a student to read aloud the questions: Where are you from? What kind of music do you listen to? from the previous activity.
- Focus on the position of the preposition and explain why the prepositions are at the end of the sentence.
Note: When a question word is the object of a preposition, the preposition often comes at the end of the clause, especially in the informal spoken language.
What are you interested in?
Where did you get it from?
- Ask them to complete the following activity:
ID: 4893 1910
- If there is time left have a cassual conversation using what they have learned.
DAY 2
- Begin the session asking every student about the people they talked about on the previous session activity 1.
- Type in the board «being a good friend» and ask them what they understand about being a true friend.
- Do you consider yourself a good friend?
- Have you helped a friend when they needed it?
- How long have you been friends?
- Are you still in touch with this person?
- How are you in touch with them?
Speaking & Listening Section
- Ask the students to listen the following activity and answer the questions.
ID: 6261 5110
- Ask the students to complete the following frienship quizz with you.
- Ask the students the following questions: how often do you talk to your friends? how do you contact them? are you still in touch with them? (if they don’t know what «still in touch» means, take time to explain it).
- The following audio is a short interview done with random people on the street, listen to the audio with the students and ask them to focus on the frequence people see their friends.
Speaking & Grammar Section
Adverbs of Frecuency
WEEK 8 – TRAVELING
Grammar: Question forms, Tense review, Questions with prepositions, Subject questions, Adverbs of frequency. Vocabulary: Frienship, places.
DAY 1
Type in your whiteboard the following and ask the students about whether they agree or disagree with this.
Speaking & Reading Section
- Type in your whiteboard the names of 5 people you care about (a friend, a relative, singer, famous, etc.) and then let the students to ask you questions about them: Who’s John? When did you meet him? How long have you known him?, etc.
- Ask them to type in the names of 5 people they care about and then tell them to ask each other questions about the people they typed in.
- Play the following video and find out if any of the students have watched the TV show «Friends»
- Play the following game with your students.
- Have a short conversation with your students about the celebrities they saw in the previous activity.
- Ask them questions about those celebrities and focus on the way you ask the questions.
Speaking & Grammar
Grammar: word order in questions
- Focus students’ attention on the question forms below and explain which tenses theses questions are in (simple present, simple past, present perfect, etc.):
Where are you from? Have you got a cat? Where have you bought your car? Do you read books? When does your mother go to work? Did Max play football? What did you play yesterday evening? Who runs to the shop? Who did Mandy call last Monday?
- After explaining each example make sure students understand the following:
When making questions…
- … the auxiliary comes before the subject, not after it (highligh examples above)
- … if there is no other auxiliary verb, use do.
- … if there is another auxiliary verb, don’t use do. (
do you can swim?) - … What, Who, Where, How, etc. (WH questions) come at the beginning.
- Make sure students understand the word order in questions and then ask them to complete the following activity:
LINK FOR TEACHER: QUIZ
- Get a student to read aloud the questions: Where are you from? What kind of music do you listen to? from the previous activity.
- Focus on the position of the preposition and explain why the prepositions are at the end of the sentence.
Note: When a question word is the object of a preposition, the preposition often comes at the end of the clause, especially in the informal spoken language.
What are you interested in?
Where did you get it from?
- Ask them to complete the following activity:
ID: 4893 1910
- If there is time left have a cassual conversation using what they have learned.
DAY 2
- Begin the session asking every student about the people they talked about on the previous session activity 1.
- Type in the board «being a good friend» and ask them what they understand about being a true friend.
- Do you consider yourself a good friend?
- Have you helped a friend when they needed it?
- How long have you been friends?
- Are you still in touch with this person?
- How are you in touch with them?
Speaking & Listening Section
- Ask the students to listen the following activity and answer the questions.
ID: 6261 5110
- Ask the students to complete the following frienship quizz with you.
- Ask the students the following questions: how often do you talk to your friends? how do you contact them? are you still in touch with them? (if they don’t know what «still in touch» means, take time to explain it).
- The following audio is a short interview done with random people on the street, listen to the audio with the students and ask them to focus on the frequence people see their friends.
Speaking & Grammar Section
Adverbs of Frecuency
Accede al plan de estudios de cada nivel aquí:
En este nivel el alumno adopta ideas básicas del lenguaje, desarrolla la estructura gramatical y mejora su sensibilidad auditiva. Esto le ayudara a desarrollar mayor confianza durante el curso.
El alumno comienza a utilizar preguntas con mayor fluidez, comienza a estructurar utilizando preposiciones y mantiene conversaciones mas estables con ayuda del maestro.
En este nivel el alumno entra en transición a nivel intermedio. En el proceso, aprende ideas que le ayudaran a ser independiente en el idioma y conversar sin ayuda de un tutor.
El alumno ha desarrollado estructuras mas complejas del lenguaje, todas ellas se ponen en practica en conversaciones, debates, lecturas, etc.
El alumno aprende estructuras avanzadas del lenguaje, sigue practicando modismos y compartiendo su punto de vista de diferentes temas complejos.
Se pondrá en practica todo lo aprendido durante el curso. Compartirá exposiciones, proyectos y relatos a sus propios compañeros, el alumno concluye con su curso.