pre-int 2 guide

7/27/2019 Pre-Int 2 Guide

1/69

1

Curriculum Guide

Pre-Intermediate 2

Pre-Intermediate 2 is based on the third book (purple) of the Outlook series.

There are 20 units. The Pre-Intermediate 2 course is divided into three months

Pre-Intermediate 2-1 (301), Pre-Intermediate 2-2 (302), and Pre-Intermediate

2-3 (303). Each month consists of 18, 2 hour days.

Table of Contents

Curriculum Guides

Pre-Int 2-1 Page 2 Pre-Int 2-2 Page 4 Pre-Int 2-3 Page 6

Teaching Link Instructions

Reading Page 7 Vocabulary Page 9 Listening Page 9 Writing Page 9 Workbook Page 12

Pronunciation Page 13

Irregular Verbs Page 17

Phrasal Verbs Page 18

Gerunds Page 19

Infinitives Page 20

PPP Lesson Plan Page 24

Lesson Plan Outlines

Pre-Int 2-1 Page 26 Pre-Int 2-2 Page 34 Pre-Int 2-3 Page 42

Appendices

Writing Folders Page 49


2/69

2

Curriculum Guide Pre-Intermediate 2-1

Day 1 Get to know the students

Games, Activities, ReviewDay 2 Unit 1 Friends and Family

Day 3 Unit 1

Assign Writing Unit 1

Day 4 Unit 2 Legends and Heroes

Day 5 Unit 2


Day 6 Unit 3 Arts and Crafts

Check Writing Unit 1

Day 7 Unit 3


Day 8 Unit 4 The Ocean


Day 9 Unit 4


Day 10 Catch Up / Review Units 1 - 4

Day 11 Unit 5 Communication


Day 12 Unit 5


Day 13 Unit 6 The Animal Kingdom


Day 14 Unit 6


Day 15 Unit 7 Stepping out into the World



3/69

3

Day 16 Unit 7


Day 17 Review Units 1 7 for the Pre-Intermediate 2-1 Quiz

Day 18 Pre-Intermediate 1 Quiz 1

Hand in graded writing folders with graded quizzes


4/69

4


Day 1 Get to know the students

Games, Activities, ReviewDay 2 Unit 8 - Leisure

Day 3 Unit 8



Day 5 Unit 9 Money Makes the World Go Around!

Day 6 Unit 9


Day 7 Unit 10 Emergency Services


Day 8 Unit 10


Day 9 Unit 11 Shopping


Day 10 Unit 11

Assign Writing - Unit 11

Day 11 Unit 12 Space


Day 12 Unit 12


Day 13 Unit 13 Ambitions


Day 14 Unit 13


Day 15 Unit 14 Mysteries



5/69

5

Day 16 Unit 14


Day 17 Review Units 8 - 14 for the Pre-Intermediate 2-2 Quiz

Day 18 Pre-Intermediate 2-2 Quiz

Hand in graded writing folders with graded quizzes


6/69

6


Day 1 Get to know the students Games, Activities, Review

Day 2 Unit 15 - Volunteers

Day 3 Unit 15

` Assign Writing Unit 15

Day 4 Unit 16 How Are You?

Day 5 Unit 16



Day 7 Unit 17 Fame


Day 8 Unit 17


Day 9 Unit 18 Celebrate!


Day 10 Unit 18


Day 11 Unit 19 Advertising


Day 12 Unit 19


Day 13 Unit 20 PhobiasCheck Writing Unit 18

Day 14 Unit 20



Day 16 Begin Review of Units 1 20 for Final

Day 17 Complete Review of Units 1 20 for Final

Day 18 Pre-Intermediate 2 Final, Units 1 20 Hand in graded writing folders


7/69

7

Teaching the Skill Links

Each unit in the Outlook series is divided into six links:

Reading Link Vocabulary Link Grammar Link Listening Link Speaking Link Writing Link

Each link needs to be taught in a specific way to help your students learn the

most from each unit. Hints and procedures are given below.

The series also includes a workbook. Hints and procedures are also provided

for the use of the workbook.

The Reading Link

Our texts, as do much research, suggest that students retain more if they first

read an article, story, or piece of writing silently. Thus the following is the

suggested way that you handle the reading section of each unit.

The Reading Link (B)

Have a student read the instructions and the question that is to beremembered as the students read.

Have various students repeat the question, so that you are sure theyunderstand what they are supposed to remember. Also emphasis that

they are to read the entire article, not just until they find the answer.

Inform the students that they are supposed to read for gist or themain idea(s). They should not focus on words they dont know and

definitely they should not be looking up words as they read.

Time the students at first decide on a reasonable time, maybe 2minutes. Depending on the size of the reading, and the level of the


8/69

8

students, over time, decrease the time allotted, encouraging students to

continue trying to read a little faster.

Following the reading, ask students the answer to the question. Havethem indicate where they found the answer, reading the section of the

text that reveals the answer.

Then ask students for words that they dont understand. Write eachword on the right side of the board, under the heading Vocabulary.

Do not give the meaning to any words, until all the problem words have

been listed. This ensures that you have all the students attention

before you go over the words. It also gives the students a chance to

write the words in their notebooks, should they desire to do so.

Then try to explain the meanings of the words. Use mime, drawings,and synonyms, and other way that you can think of to explain the

meaning. When and if all else fails, especially in Basic 1, use Spanish, or

have a student give the Spanish equivalent. However, this should only

be done as a last resort.

Finally, have students read the story, having as many students aspossible read a part of the story. As they read, keep track of any

pronunciation errors either on a tablet, or on the board. Following the

reading, correct the pronunciation.

The Reading Link (C)

Whenever you have students answer the questions about a story, you have

them justify their answer. The way you do this depends on the nature of the

questions.

If they are to answer true or false, or they are to answer a question with them

a sentence, have them underline where they found the answer. When they

indicate their answer, have them read where they found the answer. This

gives you another opportunity to increase student talk time (STT) and to check

on pronunciation. Be sure that all answers are complete sentences. It often

helps to have students right their sentences (one student for each question) on

the board, so that you can correct any grammatical errors for the benefit of

the whole class.


9/69

9

If it is an exercise where students have to decide on what sentence best fits in

a blank in the story, have the students tell you why they chose the answer that

they selected. Use every opportunity to increase STT.

The Vocabulary Link

Once again, you want to maximize every opportunity to increase STT. Always

have students read the instructions never read the instructions yourself. In

the first exercise D, have the students circle the word in the reading where

the word occurs. Then when you call on a student to give you the answer,

have them also read the sentence where the word occurs. Assist them in

learning to derive the meaning of words from the context.

The Listening Link

Before starting the CD, be sure to go over the instructions carefully with the

student. Have them go over each question, being sure they understand the

question and know what they are listening for.

It is a good practice to take notes yourself, and ask additional questions about

the listening piece.

The Writing Link

The writing link is an essential part of student learning. However, it is time

consuming and therefore difficult to do in the time allotted for each unit. Thusit is best relegated to home work. The following guidelines should be followed:

Have the students do the writing exercise in the student book. Then have them open their writing folder and go over the outline for the

writing exercise. These are often slightly different than the assignment

in the book. The reason is to prevent students from just copying the

writing in the book and passing it off as their own writing.

Set the deadline use the curriculum guide for assigning the deadlines.


10/69

10

When they bring it in for correction, make the corrections with thestudent. You should use a red pen to mark errors or fixes in the writing.

A list of editing marks is on the next page. You can do this at the

beginning of the class. You should have a task for the other students to

do while you are checking writings. When possible, for example, have

them work in the workbook.

Once corrected, the student should re-write the writing a second timewithout errors, incorporating the fixes done in the initial writing.

If students do all the required writing, including the re-writes, he/she should

be awarded the full points for their writing grade. At this level, it is not

appropriate to judge the quality of the writing. This does not mean, of course,

that you should accept writing where it is obvious that the student made no

effort, copied another students writing, or copied text from the Internet, etc.

The pages for the writing units are included in the appendix. They should be

reproduced and given to the students. Either provide each student with a

folder to put the pages in, or ask the students to provide their own folder. An

inexpensive manila folder with a clasp is all that is needed.


11/69

11


12/69

12

The Workbook

The workbook should be done in class. It is additional practice in the use of the

vocabulary and the grammar.

As often as possible, have students work on the workbook as you correctwriting assignments. The curriculum is set up to facilitate this.

It is often effective to have students answer the questions on the fly. Ifyou find an exercise is too difficult then give students time to work it out

before going over the exercise as a class.

If you see that they are having extreme difficulty, then you need toreview the grammar and off additional guided practice.


13/69

13

Teaching Pronunciation

Vowel Sounds

As you teach long and short vowel sounds, you should introduce a symbol torepresent each sound. Before the use of the phonetic alphabet for

pronunciation, a long vowel sound was indicated by a dash, -, above the

vowel, or . This is a good symbol to use. Short vowels were indicated by a

small u-shaped form above the vowel, or .

From then one, when a student mispronounces a vowel, you can write the

word on the board phonetically and with the appropriate vowel sound

indicated. Have the student try to re-pronounce the word correctly.

Another was to correct a student is to simply say, long A, or short e and

they are then able to self-correct.

Pronunciation Problems

These are three pronunciation problems that you should address as soon asyou hear the error in Basic 1 and every thereafter. Once you have addressed

the error, you should correct the error every time that you hear a student

make the mistake. This is important. Without correction, these errors will

become habits and will persist even into the advanced and fluency levels. You

must be persistent.

S at the beginning of words

Many Spanish words begin with es such as estudiante (student) and

estudiar (study). They often carry this pronunciation over to English.

For example you will hear:

Student estudent Special especial Still estill Snake esnake


14/69

14

You can find your own way to drawing attention to this error. However,

one way to address this is to ask the student what a snake says (ssss).

Then have them make this sound before pronouncing the word. From

then on, when you hear the mistake, just say ssss and the student will

know that they need to correct their pronunciation. Often other

students will do this when a fellow student makes the error, so that it

becomes easy to make the correction with little need for teacher

intervention.

S at the end of words

You will soon notice that many students do not pronounce s at the end

of words, whether they are plurals, or the third person singular. Oneway to address this is to have the student repeat the word when he/she

drops the s.

Y and J

In spoken Spanish, these two sounds are often used interchangeably.

How this does transfer successfully to English. You will first hear this

problem with the words yes pronounced asjes and you

pronounced as Jew.

One way to address this problem is write up pairs of words and explain

the difference. Then practice the two words until students can say them

correctly. You can practice in unison and individually.

you / Jew yoyo / Jo Jo yam / jam yawn / John yen / Jen young / jung(le) yellow / Jell-o yen / Jen


15/69

15

th and r

There are two additional sounds that you should pay particular attention to.

One is the th sound and the other the r sound.

These two sounds will become particularly obvious with words like three,

thirteen, thirty, and thirsty, and birthday.

In trying to correct the th sound, make sure the student places his/her

tongue between his teeth. If you dont see his tongue, instruct him to show his

tongue to you. Actually have him bite his tongue if necessary.

To teach the pronunciation of r, have the students pucker, as if kissing

someone. It often helps to make little jokes about kissing. Use the wordpucker so that all you have to say in the future is pucker or pucker up.

This position of the mouth is in contrast to the Spanish r which requires the

speaker to stretch the mouth.

The final ed in regular verbs

The past simple is first taught in Basic 3. Students should have been taughthow to pronounce regular verbs ending in ed in Basic 3. However, many

students may still mispronounce these verbs. To prevent this from being

entrenched, you must continue to correct these mispronunciations vigorously.

There are rules to help students to know when to pronounce the ed as a

separate syllable, with a t sound, or with a d sound. A sheet that you can

provide to your students is shown below.


16/69

16

Pronouncing theed Ending

There are three ways to pronounce the

ed at the end of verbs.

The only time you add a syllable is when the base form of the verb

ends with a t ord:

start started fold folded

[startid] [foldid]

Forall other verbs there is no additional syllable when you added.

The final sound of the verb is changed, however, to a tor a d.

Final sound is changed to twhen the last sound of the verb

is:

k, ck, ch, sh, s, x, p, f

talk -- talked [talkt]

check checked [chekt]

search searched [searcht]

crash crashed [crasht]

kiss kissed [kist]

fix fixed [fixt]

stop stopped [stopt]

puff puffed [puft]

Final sound is changed to a dwhen the last sound of the verb

is:

m, n, l, z, b, g, r, v

hum -- hummed [humd]

plan -- planned [pland]

pull -- pulled [puld]

buzz -- buzzed [buzd]

rob -- robbed [robd]

change -- changed [changd]

roar -- roared [roard]

save -- saved [savd]


17/69

17

Teaching Irregular Verbs

The simple past is taught in Basic 3. It is important for students to know the

names of the verb forms by that point. You must reinforce this in Pre-

Intermediate 1 and again in Pre-Intermediate 2. In English, if you count the

infinitive as a verb form (it is never used in English as a verb only as a verb

acting as a noun), there are a maximum of six forms that any verb can take.

The ONLY exception is the verb to be. Using the irregular verb to sing,

these verb forms are:

To sing Infinitive

Sing Base formSigns 3

rdperson singular form

Singing Present participle, base form plus ing, continuous form

Sang Past form

Sung Past Participle

All a student needs to know in order to conjugate any verb in all 12 English

tenses is the base form, the past form, and the past participle. Thus the three

parts of the above verb that they should know are: sing, sang, sung.


18/69

18

Teaching Phrasal Verbs

Phrasal verbs are very difficult for new English learners. They are a structure

unique to English and they are used extensively. There are a number of things

that students should be taught.

1. Phrasal verbs are composed of a verb and a participle(s). The participleis either a preposition or an adverb.

2. A phrasal verb has a unique meaning, different from the meaning of theverb alone.

3. Many phrasal verbs have more than one meaning, often many morethan one meaning. Consider the phrasal verb, to pick up.

4. There are four types of phrasal verbs. Intransitive (no direct object)

The plane took off.

Separable (the direct object can follow the particle or separate theverb and the particle).

She took offher clothes before going to bed.

She tookher clothes offbefore going to bed.

Note: If the object is a pronoun, it must separate the verb and the

particle; it cannot follow the particle. Thus we can say she took

them off, but not she took off them.

Inseparable (The verb and the particle cannot be separated)She got over her operation and she is up and running already.

Multi-partHe looks up to his father.


19/69

19

5. Depending on the meaning of a particular phrasal verb, it can changetype. See took off above as an example. It can be intransitive or

separable.

When you introduce new phrasal verbs, you must help them identify the type

so that they can learn to use them correctly. Unlike us, they cannot rely on the

way it sounds with lots of practice. For this reason they need to know the rules

that govern their use.

Have students practice using them in sentences so that they can learn to use

them correctly. Encourage them to keep lists and to review them periodically.

Teaching Gerunds

When teaching gerunds, a good way to start is by eliciting from your students,

the five positions that any noun can assume in a sentence:

Subject Direct Object Indirect Object Object of a Preposition

*Complement / Predicate Nominative

Then elicit from the students a series of sentences, one each illustrating the

above positions. Take a single noun, pizza for example. Then you might elicit

sentences such as these:

Subject: Pizza is my favorite food.

Direct Object: I love pizza.

Indirect Object: I gave my pizza a last whiff (smell) before

devouring it.Object of a Preposition: Would you like a piece of my pizza?

*Predicate Nominative: My favorite food is pizza.

Now you can explain that a gerund can be used in the exact same ways.

Choose a gerund such as reading and have them create sentences with

reading in each position. In Pre-Intermediate 1, you may want to focus on only

three of the positions subject, direct object, and object of a preposition since

they are the ones in the grammar link.


20/69


21/69

21

Subject: To read is great fun.

Direct Object: I love to read.

Predicate Nominative: My favorite pastime is to read.

Now you can focus on the fact that certain verbs can only be followed by a

gerund and other only by an infinitive. Still others can be followed by either. A

more complete list than what is in the book is attached below.


22/69

22

Common Verbs followed by the Gerund

Note: *Bold verbs can be followed by either Gerund or Infinitive

Abhor

Acknowledge

Admit

Advise

Allow

Appreciate

*AttemptAvoid

Be worth

Began

*Cant bear

Cant help

*Cant stand

Celebrate

Confess

Consider

*Continue

Defend

Delay

Deny

Detest

Discontinue

Discuss

Dislike

Dispute

Dread

EndureEnjoy

Escape

Evade

Explain

Fancy

Feel like

Feign

Finish

Forgive

Give up (=

stop)

*Hate

Imagine

Justify

Keep (=

continue)

*Like

*Love

Mention

Mind (= objectto)

Miss

Necessitate

Omit

Permit

Picture

Postpone

Practice

Prefer

Prevent

Prohibit

Propose

Quit

Recall

Recollect

Recommend

Regret

Report

Resent

ResistResume

Risk

Shirk

Shun

*Start

Suggest

Support

Tolerate

Understand

Urge


23/69

23

Common Verbs followed by the Infinitive

Note: *Bold verbs can be followed by either Gerund or Infinitive

Afford

Agree

Appear

Arrange

Ask

*Attempt

Begin

Cant afford*Cant bear

*Cant stand

Cant wait

Care

Chance

Choose

Claim

Come

Consent

*Continue

Dare

Decide

Deserve

Determine

Elect

Endeavor

Expect

FailGet

Grow (up)

Guarantee

*Hate

Hesitate

Hope

Hurry

Incline

Intend

Learn

*Like

Long

*Love

Manage

Mean

Need

Offer

PayPlan

Prefer

Prepare

Pretend

Profess

Promise

Prove

Refuse

Request

Resolve

Say

Seek

Seem

Shudder

*Start

Strive

Swear

TendThreaten

Turn out

Venture

Volunteer

Want

Wish

Would like

Yearn


24/69

24

Extreme Methodology the PPP Plan

Within the framework of a PPP (presentation, practice, production) model, a

typical lesson, or part of a lesson, where a grammar point is the main focus,

might look like this:

Presentation Lead-in This creates interest in the context which will be

used for exploring the grammar point. For

example, if the context is to be holidays, you might

bring in photographs, brochures or write some

relevant words on the board.

Contextualization During this stage, you set up an activity where thetarget language naturally occurs. You are seeking

to expose the students to the target language

incidentally and may do so through a game, a

reading text, a discussion or a listening activity.

The target language does not need to be used to

the exclusion of other forms at this stage. Students

may make mistakes in the target language or not

use it at all. The teacher may see opportunities to

re-phrase student responses in order to model the

correct form but is definitely not drilling or

correcting at this point. The teacher does not alertthe students to the fact that a particular language

item is the focus of the activity.

Analysis of

grammar point

The teacher makes use of key sentences which

have been heard, spoken or read during the

previous phase. S/he will put these on the board

and explore the function / meaning through

appropriate concept check questions. When

exploring tenses, the use of timelines will be

helpful. Having established and summarized the

function for the students, the teacher will draw thestudents attention to the form or structure of the

item.

Practice Controlled practice

activities

At this stage the teacher provides a combination of

oral drills, pair work and/or a written activity (e.g.

gap fill) which forces the students to use the target

language. The teacher is looking for accuracy here

and if s/he detects that the students are making

too many errors, s/he may decide to revisit the

previous stage of the lesson.


25/69

25

Production Free or freer

practice

The teacher sets up an activity which provides an

opportunity for the students to use the target

language alongside their existing range of language

competencies. The students are not forced to use

the target language but the teacher chooses an

activity which encourages the students to make

choices about the appropriate use of the target

language. The teacher can listen in and assess the

success of the process.

Use of the PPP Model

The outlook series is written around this model. Each Learning Link is designed

to fit into the PPP model. However, there is room to enhance the lessons.

Your main goal is to reduce Teacher Talk Time (TTT) as much as possible, with a

corresponding increase in Student Talk Time (STT) and Student Production

Time (SPT).

The following model lesson plans assist you in enhancing the lessons. There is

plenty of room for creativity. You can find some ideas in the Resource Library,

on the Internet, and from fellow teachers. As you find good ideas, please havethem placed in the Resource Library so that other teachers can benefit from

them.


26/69

26

Pre-Intermediate 2-1

Lesson Plan Models


27/69

27

Unit 1

Introduction - Exercise A

Feel free to add other idioms and expressions

about people - nerd, wuss, couch potato,

jesus freak, soul mate, etc.

For a discussion idea - see the Resource

Library

Reading Link

Vocabulary Link

simple present and present continuous

Grammar Link - H

Listening Link

Workbook

Speaking Link

Writing Link

Create an activity or game to practice the

difference between the functions (uses)

of the two tenses

Use the new vocabulary as much as possible

Presentation

Practice

Lead - In

Contextualization

Controlled Practice

Activity

Grammar Analysis

Production

Free or Freer

Practice


28/69

28

Unit 2


You might want to introduce American

legends / heros. Think Paul Bunyon,

John Henry, Johnny Appleseed

Reading Link

Vocabulary Link

Simple past, past continuous, used to

Teach the characteristics and types of

phrasal verbs - helping students to recognize

the type for each new phrasal verb

Assist students in starting a list of phrasal

verbs with form, meaning, and an example

Grammar Link - H

Listening Link

Workbook

Speaking Link

Writing Link

Create an activity or game to practice using

these tenses


Have students create sentences using the

new phrasal verbs

Production

Free or Freer

Practice

Presentation

Lead - In

Contextualization

Grammar Analysis

Practice

Controlled Practice

Activity


29/69

29

Unit 3


Reading Link

Vocabulary Link

Present perfectSimple past

Grammar Link - G

Listening Link

Workbook

Speaking Link

Writing Link

Create a game or activitiy to practice the

these two tenses


Presentation

Lead - In

Contextualization

Grammar Analysis

Practice

Controlled Practice

Activity

Production

Free or Freer

Practice


30/69

30

Unit 4


Reading Link

Vocabulary Link

Present Perfect

Present Perfect Continuous

Grammar Link - G

Listening Link

Workbook

Speaking Link

Writing Link

Create an activity or game to practice

the two tenses


Practice

Controlled Practice

Activity

Production

Free or Freer

Practice

Presentation

Lead - In

Contextualization

Grammar Analysis


31/69

31

Unit 5


Reading Link

Vocabulary Link

Past Perfect

Grammar Link - G

Listening LinkWorkbook

Speaking Link

Writing Link


the past perfect


Presentation

Lead - In

Contextualization

Grammar Analysis

Practice

Controlled PracticeActivity

Production

Free or Freer

Practice


32/69

32

Unit 6


Reading Link

Vocabulary Link

Future with "will" and "be going to"




Grammar Link - I

Listening Link

Workbook

Speaking Link

Writing Link


the future using both forms



new phrasal verbs

Practice

Controlled Practice

Activity

Production

Free or Freer

Practice

Presentation

Lead - In

Contextualization

Grammar Analysis


33/69

33

Unit 7


Reading Link

Vocabulary Link

Simple present, present continuous

with future meaning

Grammar Link - G

Listening Link

Workbook

Speaking Link

Writing Link


the two present tenses with a future

meaning


Presentation

Lead - In

Contextualization

Grammar Analysis

Practice


Production

Free or Freer

Practice


34/69

34


Lesson Plan Models


35/69


36/69


37/69

37

Unit 10


Reading Link

Vocabulary Link

Modals - Ability and Necessity

Grammar Link - G

Grammar Link - I

Listening Link

Workbook

Speaking Link

Writing Link


these modals and semi-modals


Practice

Controlled Practice

Activity

Production

Free or Freer

Practice

Presentation

Lead - In

Contextualization

Grammar Analysis


38/69

38

Unit 11


Reading Link

Vocabulary Link

Determiners

Grammar Link - G

Listening Link

Workbook

Speaking Link

Writing Link

Create an activity or game to practice the

use of determiners


Presentation

Lead - In

Contextualization

Grammar Analysis

Practice

Controlled Practice

Activity

Production

Free or Freer

Practice


39/69


40/69

40

Unit 13


Reading Link

Vocabulary Link

Modals - Advice and Possibility

Grammar Link - H

Listening LinkWorkbook

Speaking Link

Writing Link

Create a game or activity to practice the

use of these modals


Presentation

Lead - In

Contextualization

Grammar Analysis

Practice


Production

Free or Freer

Practice


41/69

41

Unit 14


Reading Link

Vocabulary Link

Wishes

Modals - Certainty

Grammar Link - HGrammar Link - J

Listening Link

Workbook

Speaking Link

Writing Link

Design and a game or activity to use the

variety of modals that students now know.

Practice expressing wishes

Use the vocabulary in this lesson as much

as possible

Practice

Controlled Practice

Activity

Production

Free or Freer

Practice

Presentation

Lead - In

Contextualization

Grammar Analysis


42/69

42


Lesson Plan Models


43/69

43

Unit 15


Reading Link

Vocabulary Link

Passive Voice

See Resource Library for some ideas




Grammar Link - H

Listening Link

Workbook

Speaking Link

Writing Link

Create a game or activity to practice

the passive voice

See the Resource Library for ideas



new phrasal verbs

Presentation

Lead - In

Contextualization

Grammar Analysis

Practice

Controlled Practice

Activity

Production

Free or Freer

Practice


44/69


45/69

45

Unit 17


Reading Link

Vocabulary Link

Reported Speech - Questions

See the Resource Library for Unit 15

Adapt the ideas for questions

Grammar Link - G

Listening Link

Workbook

Speaking Link

Writing Link


reported speech - see Resource Library,

Unit 15


Presentation

Lead - In

Contextualization

Grammar Analysis

Practice


Production

Free or Freer

Practice


46/69

46

Unit 18


Reading Link

Vocabulary Link

Comparatives and Superlatives




See Resource Library - phrasal verbs

Grammar Link - G

Listening Link

Workbook

Speaking Link

Writing Link


the use of comparatives and superlatives

See Resource Library for some ideas



new phrasal verbs

Practice

Controlled Practice

Activity

Production

Free or Freer

Practice

Presentation

Lead - In

Contextualization

Grammar Analysis


47/69

47

Unit 19


Reading Link

Vocabulary Link

Relative Clauses

Grammar Link - G

Listening Link

Workbook

Speaking Link

Writing Link

Design a game or activitiy to practice the

use of relative clauses

See the Resource Library for ideas.


Presentation

Lead - In

Contextualization

Grammar Analysis

Practice

Controlled Practice

Activity

Production

Free or Freer

Practice


48/69

48

Unit 20


There are literally scores of phobias - see if

the class knows any. Then give the names

of some interesting phobias for discussion.

See the Resource Library for a list

Reading Link

Vocabulary Link

Gerunds and Infinitives

See the Curriculum Guide for some ideas

on how teach this topic

Grammar Link - G

Listening Link

Workbook

Speaking Link

Writing Link

Create a game or activity to pratice the use

of gerunds and infinitives

See the Resource Library for ideas

Use as much of the vocabulary as is possible.

Practice

Controlled Practice

Activity

Production

Free or Freer

Practice

Presentation

Lead - In

Contextualization

Grammar Analysis


49/69

49

Writing Assignments

Pre-Intermediate 2-1 (301)


50/69

50

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

Imagine that you have an English-speaking friend living in another city.Write a note to your friend, telling him/her your news. (80-100 words)

Greeting Hi, (Helen)!

Paragraph 1 Ask your friend how he/she is. Say something about

what you think he/she is doing.

Paragraph 2 Tell your friend about what you are doing.

Paragraph 3 Give details about other news you have.

Last paragraph Ask the person to write back.

Closing Take care, (Kate)

Note Outline

Unit 1


51/69

51

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

Write a review of a movie or a book about a hero. (80-100 words)

Paragraph 1 Say something general about the movie or book. Say

why you saw/read it.

Paragraph 2 / 3 Write about the plot, the acting and good and / or

bad things about the movie or book.

Conclusion Make a statement recommending or not

recommending the movie or book.

Unit 2

Review Outline


52/69

52

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

Write an article about a piece of work that has impressed you.(80-100 words)

Paragraph 1 Introduce your subject, saying why you are going

to write about it.

Paragraph 2 Give information about the painting and describe it.

Paragraph 3 Say something about why it impressed you.

Unit 3

Article Outline


53/69

53

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

You are learning a new water sport on vacation. Write a postcard toa friend, telling him/her about what you have been doing.

(80-100 words)

Greeting Hi, (Pete)!

Paragraph 1 Say where you are and if you're having a good time.

Paragraph 2 Give more details about what you've been doing.

Last paragraph End the postcard, saying when you will see/speak

to your friend.

Closing (Matt)

Unit 4

Postcard Outline


54/69

54

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

Write an e-mail to an old school friend who you haven't seen in years.(90-110 words)

Greeting Hi, (Mark)!

Paragraph 1 Introduce yourself.

Paragraph 2 Write about how you got your friend's e-mail address.

Paragraph 3 Give more information about what you are doing.

Last paragraph Ask the person to write back.

Closing (Carlos Sanchez)

E-mail Outline

Unit 5


55/69

55

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

Imagine you and your family have opened a shop in your town. Writea description of what the shop will be like. (90-110 words)

Paragraph 1 Make a general statement about your shop.

Paragraph 2 Describe what the shop is going to be like.

Paragraph 3 Describe some of the things that are going to happen

in your shop.

Paragraph 4 Make a final general statement about your shop.

Unit 6

Description Outline


56/69

56

Writing Assignments

Pre-Intermediate 2-2 (302)


57/69

57

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

Write a story that begins or ends with these words: It was the bestSaturday ever. (90-110 words)

Paragraph 1 (Use the sentence from the question, either here or

at the end of the story). Introduce your story by

setting the scene.

Paragraph 2 Start the story.

Paragraph 3 Continue your story.

Paragraph 4 Bring the story to an end or say what happened next.

(Use the sentence from the question if you haven't

used it at the beginning of the story).

Unit 8

Story Outline


58/69

58

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

Write an article about the advantages and disadvantages of being rich.(100-120 words)

Paragraph 1 Say something general about your topic.

Paragraph 2 Discuss the advantages of being rich.

Paragraph 3 Discuss the disadvantages of being rich.

Paragraph 4 Give your opinion on the subject.

Article Outline

Unit 9


59/69

59

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

Write an e-mail to the editor of an Internet news magazine telling himabout a disaster that happened recently in your area. (100-120 words)

Greeting Dear Editor,

Paragraph 1 Say why you are writing. Introduce the disaster in a

way that will make the reader want to continue

reading

Paragraph 2 Describe how the disaster started.

Paragraph 3 Describe what happened in more detail.

Last paragraph Say how it all ended or what happened after the

disaster.

Closing Sincerely yours, (Amanda Olsen)

Unit 10

E-mail Outline


60/69

60

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

Imagine you have just been on the shopping trip of your dreams. Writea letter to one of your friends telling him/her about the stores you

visited and the things you bought. (100-120 words)

Greeting Dear (Mel),

Paragraph 1 Say something general about what you are writing

about.

Paragraph 2/3 Give details about your shopping trip.

End the letter, saying what has happened as a result

of the trip.

Closing See you soon, (Dana)

Unit 11

Letter OutlineD


61/69

61

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

Imagine you have been to a strange planet. Write a description of the planet. (100-120 words)

Paragraph 1 Introduce the planet, and say something general

about it.

Paragraph 2 Describe the first thing you noticed about the planet.

Paragraph 3 Describe other things you saw on the planet.

Paragraph 4 End by saying something general about the planet

(e.g. whether or not you liked it.)

Unit 12

Description Outline


62/69

62

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

Write an e-mail to your friend giving advice about how to fulfillhis/her ambition. (110-130 words)

Greeting Hi (Alex)!

Paragraph 1 Thank your friend for writing. Say something general

about what he/she said in his/her e-mail.

Paragraph 2/3 Give your friend advice about fulfilling his/her ambition.

Last sentence Ask your friend to write back.

Closing Take care, (Chris)

Unit 13

E-mail Outline


63/69


64/69

64

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

You do volunteer work for a charity, and you have recently visited oneof the projects set up by the charity to help poor people. Write an

article describing the project for your college newspaper.

(110-130 words)

Paragraph 1 Introduce the project by giving its name and saying

where it is.

Paragraph 2 Say what the project is.

Paragraph 3 Describe the project in detail. Talk about what was

built and what was done by the people who worked

on the project.

Paragraph 4 End your article by describing how you feel about

the project.

Unit 15

Article Outline


65/69

65

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

Imagine that a friend of yours is in the hospital following an accident.Write your friend a letter asking how he/she is and telling him/her

some news. (110-130 words)

Greeting Dear (Victor),

Paragraph 1 Ask how your friend is.

Paragraph 2 Give some news about other friends.

Paragraph 3 Give some news about school/work.

Last paragraph End the letter, saying when you'll see your friend next.

Closing Take care, (Roger)

Letter Outline

Unit 16


66/69

66

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

Write a review about a movie or book about a famous person.(120-140 words)

Paragraph 1: Say something general about your topic.

Paragraph 2: Talk about one important part of the movie/book.

Paragraph 3: Talk about another important part of the movie/book.

Paragraph 4: Make a general statement recommending/not

recommending the movie/book.

Unit 17

Review Outline


67/69

67

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

Imagine that your friend recently celebrated his/her 21st birthday,and he/she paid for a special night out with his/her friends. You had

a wonderful time, so you decide to write him/her a letter.

(120-140 words)

Greeting Dear (Becky),

Paragraph 1 Say why you are writing.

Paragraph 2 Talk about something you particularly enjoyed about

the evening.

Paragraph 3 Talk about something else you particularly enjoyed

about the evening.

Last paragraph Give a general statement about the party and repeat

your thanks.

Closing Lots of love, (Jill)

Unit 18

Letter Outline


68/69

68

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

You have decided to sell one of your possessions. Write anadvertisement for a notice board describing the item and persuading

people to buy it. (120-`140 words)

Paragraph 1 Introduce the item by saying what it is, and suggest

that it is a good bargain.

Paragraph 2/3 Describe the item in detail. Talk about colors, shapes,

sizes, abilities, etc. Say why the item is useful.

Paragraph 4 Say how much you are selling the item for. Try to

persuade the reader to buy it.

Unit 19

Description Outline


69/69

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

pre-int 2 guide

Documents