Grammar

Contextualization of Grammar

Objectives:
 Meaningful contextualization of grammar in the context of language
usage

 Using examples to make the concept fun in classroom.

CONTEXTUALIZATION OF GRAMMAR

Contextualization involves
meaningful language use for real
communicative purposes and
helps students to understand
how meaning is constructed by
language users (be it writing,
speaking, reading, or listening)
depending upon the context.
Context refers to the topic and
situation of a communicative act
that are necessary for
understanding (Walz, 1989). Walz
(1989) points out that a number
of language textbooks provide
contextualized grammar exercises. These exercises provide thematically
related sentences requiring mechanical manipulation of a grammatical form,
but often do not force students to understand. Therefore, contextualization of
mechanical drills in this sense is certainly not the same thing as creating a
context (Walz, 1989, p. 162).
According to Shrum and Glisan (1994): language that is introduced and taught
in context presents real situations that encompass the physical setting, the
purpose of an exchange, the roles of the participants, and the socially
acceptable norms of interaction, in addition to the medium, topic, tone, and
register of the exchange (Hymes, 1974). Grammatical structures that might
otherwise be devoid of context become an integral part of the communicative
acts that occur in contexts (p. 23). In discussing the concept of

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contextualization, Tedick (2003) cites examples from Widdowson (1978) to
show that the context in which language occurs overrides grammatical function
to determine meaning.
Research has shown consistently that grammatical structures will become
internalized only if the learners use the structures for meaningful,
communicative purposes (e.g., DeKeyser & Sokalski, 1996; Salaberry, 1997;
Shrum & Glisan, 2000, for review; VanPatten & Cadierno, 1993).
“ ...[I]f words take on their meanings
when used in connection to each other,
learners will need to experience “whole”
contextualized language (stories, legends,
poems, listening selections, cartoons,
songs, recipes, etc.) with an emphasis on
meaning-making and sense-making before
a focus on form can be a productive
instructional activity (Long, 1991)” (Shrum
& Glisan, 2000, p. 151). Classes that focus on language form for the purpose of
increasing comprehension and meaning have been shown to result in greater
language gains than classes in which no focus on form is available or in which
forms are learned as meaningless structures, not connected to any meaningful
communicative act or applied in any way (Lightbown & Spada, 1990, in Shrum
& Glisan, 2000). That is, focus on form is only useful if this knowledge can be
used by the learners in a new way at a later time.

Steps in Presenting Points of Grammar in context

1. Motivate the teaching of structures by showing how they are needed in real-
life communication.
2. State the objective of the lesson.
3. Review the familiar items, e.g. calendar, time, name of objects, auxiliary
verbs in the target language that will be needed to introduce, explain, or
practice the new item.
4. Use the new structure (adjective of color, for example) in a brief utterance
in which all the other words are known to the students.
5. Model the utterance several times.
6. Engage in full class, half-class, group and individual repetition of the
utterance.
7. Give several additional sentences in which the structure is used. Class and
groups will repeat with you.

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8. Write two of the sentences on the board. Underline the new structure and
(where relevant) use curved arrows or diagrams to illustrate the relationship of
the structure to other words and/or parts of the sentence.
9. Point to the underlined structure as you ask questions that will guide
students to discover the sounds, the written form, the position in the sentence
and the grammatical function of the new structure. ("What does it tell us?")
10. Help students (age 11 or older) to verbalize the important features of the
structure. Use charts and other aids to relate to other familiar structures such
as verb tenses.
11. Engage the students in varied guided oral practice.
12. Require students to consciously select the new grammatical item from
contrasting one learned in the past.
13. Have the students use the structure with communicative expressions and
familiar or new notions.
14. Where feasible, do translation exercises (provided this will not promote
interference from L1).

Activities that make grammar learning fun and meaningful

Grammar so often seems irrational and difficult to explain, so why not make a
story out of individual grammar points to help students remember. Here are
some examples...

1.The origin of irregular adverbs.

This story ‘explains’ why the adverbs fast, hard, well are irregular.
A long time ago, there was a bad boy called Lee.
He was slow and lazy and bad.
‘You work very slow, Lee’ said his mother. ‘You’ll
never be any good’.
‘You work very lazy, Lee’.
‘You work very bad, Lee’.
The words ‘slow, Lee’ became ‘slowly’.
The words ‘lazy, Lee’ became ‘lazily’.
The words ‘bad, Lee’ became ‘badly’.

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But Lee’s work was never hard, or fast or good. So, to remind us of what a bad
worker he was, to this day we never add ‘Lee’ (or ‘ly’) to these words to make
the adverb form!

2.The origin of modal verbs

A simple play on words could help students to remember how modal verbs are
different from other verbs.
A long time ago it was difficult to be a verb, you had to fill in lots of forms
before you could be accepted. A group of words wanted to be verbs, they
were: can, could, may, might, must, ought to, shall, should, will, and would.
They filled in all the forms at the verb office, one for past tense, one for
future and one for present, one for infinitive and one for gerund. When they
went back the next week to inquire about their application, they were told
there was a problem.
‘There’s been a muddle*, all the forms have been lost. Sorry, I’m afraid you
cannot be verbs’ said the chief verb-maker.
The words were very unhappy, but at last one form for each verb was found.
So it was decided that because they only had one form each they could be not
full verbs, but a kind of assistant verb that could be used with other verbs.
Because of this muddle, they were known as ‘muddle verbs’, pronounced
‘modal verbs’ today, with only one form.
*muddle=confusion

3.Will and ‘ll

Another play on words can help students remember the differences
between will and the contracted form ‘ll in speech.
There were two princes, William and Albert, called Will and Al for short. Will
was older and more formal. He became king. He was very strict, and said, ‘I
will be obeyed. I will make a new law. Everyone will pay more taxes.’ Then he
died, and his younger brother Al came to the throne. He said, ‘I’ll
(pronounced Al) be a good king. I’ll make fair laws. I’ll help the poor’. He was
popular and friendly, and was known as good king Al.

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Moral: I’ll (often pronounced Al) sounds less threatening and strict, and more
natural than I will.

Apart from stories one can use the following poems to explain grammar in
context
Present poem
The present simple is simply I go
It’s a very useful thing I know,
But the continuous is I am going,
Which is really worth knowing.
I go, sometimes, often, always,
But I am going now, today, these days.
Although they are both present in name,
These two tenses are really not the same.
A Two-part poem contrasting Active and Passive

Car thief
A robber stole my car,
His name was Johny Parr.
I got it back today,
So, I said, “Hurray!”
Johny Parr stole my car,
But he didn’t get very far.

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My car was stolen,
Was it a man or a woman?
Was it an alien or a human?
I don’t know, I don’t care,
Because I wasn’t there!
I’ll never know who did it,
The mysterious person who got it.
That’s why I say,
In this special way,
My car was stolen,
By someone unknown.

Tenses
(The Time line chart courtesy About.com)
English Tenses Timeline Chart This timeline tenses chart provides a handy
reference sheet to English tenses and their relationship to one another and the
past, present and future. Conjugated verbs are highlighted in bold. Tenses
which are rarely used in everyday conversation are marked by an asterix (*).

TIMELINE

SIMPLE SIMPLE PROGRESSIVE / PROGRESSIVE /

ACTIVE PASSIVE CONTINUOUS CONTINUOUS
ACTIVE PASSIVE
PAST
TIME
^
|
|
|
|
She had The painting I had been The house had
already had been ^ waiting for been being
eaten when sold twice | four hours painted for over a
I arrived. before it was PAST when he finally month before they
destroyed. PERFECT arrived. began to decorate

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 | the interior. *
|
I bought a The book I was watching The problem was
new car last was written ^ TV when she being solved when
week. in 1876 by | arrived. I arrived late for
Frank Smith. PAST class.
|
|
She has The company She has been The students have
lived in has been ^ working at been being taught
California managed by | Johnson's for for the last four
for many Fred Jones PRESENT six months. hours. *
years. for the last PERFECT
two years. |
|
He works Those shoes I am working The work is being
five days a are made in ^ at the moment. done by Jim.
week. Italy. |
PRESENT
|
|

|
|
PRESENT
MOMENT
|
|
They are going The reports are
| to fly to New going to be
FUTURE York tomorrow. completed by the
INTENTI marketing
ON department.
|
|
V
The sun will The food will She will be The rolls will be
shine be brought | teaching being baked at
tomorrow. later. FUTURE tomorrow. two. *
SIMPLE
|
|
V

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 I will have The project She will have The house will
completed will have | been working have been being
the course been FUTURE here for two built for six
by the end finished by PERFECT years by the months by the time
of next tomorrow | end of next they finish. *
week. afternoon. | month.
V
FUTURE
TIME
|
|

What do we know about tenses ?

The present Tense
 Simple Present
 Present Perfect
 Present Progressive.
Simple Present
We use the simple present tense when-
 We state facts, or talk about things that
are always true-
Eg. The sun rises in the east
Honey is sweet.
 To describe events that are more or less permanent-
Eg. Tony is a doctor.

Gary lives in Japan.

 Things we do as a habit or as a routine-

Eg. I wake up early in the morning.
I go to office by bus.
*Usually, often, sometimes, always, never-
words which are used to express simple present.
Eg. I usually go to office by bus.
I sometimes have eggs for breakfast.

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 I never go to bed early.
*Every day, every Sunday, thrice a week, once a month, twice a year.
Eg. Every Sunday I go to the church.
Mary listens to music every Sunday.
Jane visits her parents twice a year.
 After ’before,’ ‘as soon as,’ ‘until, ’when, ’with a
future meaning.
Eg. I’ll watch a movie as soon as I complete my work.
We’ll go out when it stops raining.

Self Assessment ( please do not send us this assignment)

Choose the correct option-
1. The sun ------every morning.(will rise/ has risen/ rises).
2. We--------trekking after school.(went/ go/ will go).
3. Shakespeare-------,’life is but a walking shadow.’ (says/ said/ will say)
4. I --------to office every day. (have driven, drove/drive)

Present Perfect
 Present Perfect is used to express an experience in life
Eg. I have met the President in New York.
 Present Perfect is used to express a past action which has been
completed in the present.
Eg. I have read the book.
How the Present perfect tense formed?
Subject+ Auxiliary Verb or a helping verb (has/have)+Past Participle ( Main
verb).
Eg. Jamie has studied in the University for three years.

 The past participle form of the regular verb is the is the same as the
past form and it always ends with –ed.
Eg. I have lived in Boston for two years.

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  We often use the negatives not and never between the Past Participle
and the Auxiliary verb in the Present perfect tense.

Eg. I have never gone out late at night.

Self Assessment (please do not send us this assignment)

Mix and match

I------just received his letter. Has never

She------lived in this city for ten years. have

Dave------left office before noon. worked
I -------hard for this job. Has

Present Progressive tense

The present continuous tense is used to express-
 An action that is going on in the present moment.

Eg. John is playing football. (The football match is still

on but will soon come to an end.)

 A certain plan for the future.

Eg. We’re going for a picnic next weekend. (We’re
certain about going for the picnic)

 A change or a development.
Eg. Her health is improving.

 A habitual action which is temporary.

Eg. She is watching too many movies these days.

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 Self Assessment( please do not send us this assignment)

The teacher ------------the students.(monitor)

The students-----------to have a Christmas party next weekend.(plan)
They -----------a large amount of money on house décor.( spend)
She ----------a keen interest on her children’s education. (take)
He --------all the chocolates and there is none left on the plate. (eat)

Simple Past
Simple past tense is used to express an action which has taken place at a
specific time in the past.
Simple past of a verb can be formed by adding –ed at the end of a regular verb
but irregular verb forms need to be learned.

Eg. I try to learn grammar from my friend.

I tried to learn from my friend.
Simple Past Tense can be used to express-

 An action or event that has taken place over

a period of time in the past
Eg. I cooked dinner last night.

 Habitual action or a routine that has taken

place in the past
Eg. When we were in England we always
went out on weekends.

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 Self Assessment( please do not send us this assignment)

We ---------in Boston when my younger sister was born.

We ----------to walk to school to save some fuel.
I -----------the book last night.
We ---------the airport at 7:00 this morning.

Past Perfect tense

The past perfect is formed with the past form of the verb and the past
participle form of the verb.
In case of the regular verb the past participles end with –ed but with
irregular verb the past participle needs to be learnt.

They had jumped.

Eg. I had helped.
(Subject) (verb)
(participle)

The Past Perfect tense is used –

Which of the two events took place

first-

We arrived at the station.

The train had already left.

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My friend is a teacher. I wanted to change my profession. He told me that
teaching is a noble profession and I can try my hand at it.

I wanted to change my profession. My friend is a teacher. He told me

that teaching is a noble profession and I can try my hand at it.

A clear understanding of this helps students to follow the chain of events

in a story session or relate to a sequence of events.

Self Assessment

Arrange the following sentences in order

The birthday cake was in the shape of a butterfly

The guests started pouring in in all colours.
Jane planned to have a big birthday bash
The guests left at about 9 in the evening.
The party had warmed up by 6 PM, with music and
dance.
Jane arranged a lot of games and children had a real
good time at the party.

Past Continuous Tense

The past continuous tense is also known as Past progressive tense. It is

formed by adding- ing to the verb.

The past continuous tense is used to express -

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 An action or event that has taken place at a particular time
Eg. I was returning home at 9:00 last night when the lights went off.
I was having dinner and the bell rang.
 Two actions that have taken place at the same
time.
Eg. When the teacher was teaching some students
were talking in the class.
 Action going on at a certain time in the past.

Eg. I was reading a very interesting book last morning.

Exceptions in spelling while adding -ing

 Sit
 Lie
 Run
 Give
 Travel
 Swim

Self Assessment( please do not send us this assignment)

They ----------(practising) for the marathon last year.

Mary --------(cross) the road when she was hit by a car.
The thief --------(break) the lock when the police arrived.
While---------(sit) on an arm chair the old man --------( read) a book.

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Simple Future
The simple future tense is used to express an event that is going to take place
sometime in the near future. The future is often expressed with the use of the
modal auxiliary verb will.
I will leave the country tomorrow.
The structure of the simple future tense-
Subject+ auxiliary verb will +main verb.
Eg. I will go to school tomorrow.
We will reach Bangkok next week end.
They will arrange for a picnic during Christmas.
We will not open the door before he arrives.
She will not attend the party.
*When we speak we contract the subject and the auxiliary verb.
I will------------I’ll
We will---------We’ll
He will----------He’ll
They will-------They’ll
*In case of negative sentences the will not is contracted and used as won’t.
Simple future tense is used-
 In case of an
uncertainty
Eg. May be I’ll
spend Christmas
with my friends.
Wait, I’ll first
check the shop
nearby and then go
to the market.
 Along with the verb think
Eg. I think I’ll move to England next year.
I think Mary plans to have dinner with me tonight.

 Prediction
When we predict that something might happen but there is no certainty.

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 If it rains we’ll stay indoors.
If you do not work hard you will not be promoted.

Use the main verb be along with simple future tense when there is a
certain amount of certainty.
I will be watching a movie this evening.
She will be taking leave tomorrow.
They won’t be visiting the school this year.

Self Assessment( please do not send us this assignment)

Write 5 short sentences on how you wish to spend the weekend

Future Perfect

The future perfect tense is used to express an action or event that will
happen in the future.
Eg. I will have written the test.

The structure of future Perfect tense-

Subject+ auxiliary verb (will) + auxiliary verb ( have) + main verb

I will have arrived by evening.
You will have received your birthday present by then.

Future perfect tense is used-

 To express a future action before another action in the future.

Eg. He will arrive at the station at 5PM. The train will leave at 4:30PM.
By the time you arrive at the station the train will have left.
 To express an action within a specific time in the future
Eg. I will have completed my assignment by the time you return from
office.

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 Let’s not disturb him, he will have gone to sleep by late evening.

Self Assessment (please do not send us this assignment)

I-----------------completed my project by afternoon.

They -------------home by late night.
She------------- left for shopping by then.
I -----------------read the whole book by 7:30 in the evening.

Future Perfect Continuous

Future continuous tense is used to express an action which will happen at a
particular time in the future.
I will be going to the library after school.
The structure of the future continuous tense is-
Subject + auxiliary verb (will) +auxiliary verb (be) + main verb.
I will be working in the office.
*In case of negative statements we have to insert a not between will and be.
Eg. I will not be attending office tomorrow.
*In case of questions the subject is replaced with will
Eg. Will you be attending office tomorrow?

While speaking in the future continuous tense we contract the subject and the
‘will’-
Eg. I will----------I’ll
We will------- we’ll
They will---------they’ll
He will-----------he’ll
In case of the negative sentences, the will not is contracted to won’t

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I will not------I won’t
He will not-------He won’t
They will not----- They won’t.
*Sometimes we use shall in place of will.
Future progressive tense is used-
 To describe an action which will take place at a particular moment in
the future. The action will start before the time mentioned and will not
be completed within the time mentioned.
Eg. I will start working on the project at 9:00 tomorrow and will complete it
by 7:00 in the evening.
To describe an action within a specific time
Eg. We will be playing tennis when I complete my work.
I will be going to the airport at 9:30 in the evening.
They will be going shopping on Sunday afternoon.

Self Assessment( please do not send us this assignment)

Look at the pictures carefully and write a short paragraph linking the
pictures using the future progressive tense

Conditionals

There are several structures in English that are called conditionals. These
structures express a

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condition or supposition; as, a conditional word, mode, or tense. The
conditionals are used to talk about possible or imaginary situations.
“Condition" means "situation or circumstance". If a particular condition is
true, then a particular result happens.
 If y = 10 then 2y = 20
 If y = 3 then 2y = 6
There are two kinds of conditional sentences: real and unreal.

 Real Conditional describes real-life situations.

 Unreal Conditional describes unreal, imaginary situations.

Although the various conditional forms might seem quite abstract at first, they
are actually some of the most useful structures in English and are commonly
included in daily conversations. People sometimes call conditionals "IF"
structures or sentences, because there is usually (but not always) the word "if"
in a conditional sentence.
There are three basic conditionals that we use very often. There are some
more conditionals that we do not use so often.

Types of Conditionals

Conditional 0 - Situations that are always true if something happens.

This use is similar to, and can usually be replaced by, a time clause using 'when'
(example: When I am late, my father takes me to school.)
 If I am late, my father takes me to school.
 She doesn't worry if Jack stays out after school.
Conditional 0 is formed by the use of the present simple in the if clause
followed by a comma the present simple in the result clause. You can also put
the result clause first without using a comma between the clauses.
 If he comes to town, we have dinner.
 OR
 We have dinner if he comes to town.
First conditional

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It is often called the "real" conditional, because it is used for real - or possible -
situations. These situations take place if a certain condition is met. This refers
to a grammar structure used to talk about the ‘likely’ result of something
happening or not happening. The grammar structure is:

if-clause: 'if' + present tense (eats)

main clause: will or won't

If he takes these antibiotics, he’ll get better quickly. If he doesn’t, he won’t.

Note!
Certain other modal verbs (for example, might, but not would), can be used in
the main clause.
In the conditional 1 we often use unless which means 'if ... not'. In other words,
'...unless he hurries up.' could also be written, '...if he doesn't hurry up.'.
 If it rains, we will stay at home.
 He will arrive late unless he hurries up.
 Peter will buy a new car, if he gets his raise.
Conditional 1 is formed by the use of the present simple in the if clause
followed by a comma will verb (base form) in the result clause. You can also
put the result clause first without using a comma between the clauses.
 If he finishes on time, we will go to the movies.
 OR
 We will go to the movies if he finishes on time
Second conditional

It is often called the "unreal" conditional because it is used for unreal -

impossible or improbable - situations. This conditional provides an imaginary
result for a given situation. This refers to a grammar structure used to talk
about an ‘unreal’ or ‘unlikely’ situation. The grammar structure is:

 If-clause: 'if' + past tense (ate)

 Main clause: 'would' or 'wouldn't'

 If my shares went up 500% I’d sell them instantly. (but it’s unlikely that
they will go up 500%)

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  If Alice had won the competition, life would have changed OR Life would
have changed if Alice had won the competition.
Note!

Could and might can also be used in the main clause.

The verb 'to be', when used in the 2nd conditional, is always conjugated as
'were'.
 If he studied more, he would pass the exam.
 I would lower taxes if I were the President.
 They would buy a new house if they had more money.

Conditional 2 is formed by the use of the past simple in the” if” clause
followed by a comma would verb (base form) in the result clause. You can
also put the result clause first without using a comma between the Could and
might can also be used in the main clause.
 If they had more money, they would buy a new house.
 OR
 They would buy a new house if they had more money.

Third conditional

It is often referred to as the "past" conditional because it concerns only past

situations with hypothetical results. Used to express a hypothetical result to a
past given situation. This refers to a grammar structure used to imagine the
impossible. It is impossible because something happened in the past and can’t
be changed. The grammar structure is:
 If-clause: 'if' + past perfect (had eaten)
 Main clause: would have + past participle (eaten)
 You would have passed your exam if you had studied harder. (but you
didn’t study hard and you didn't pass your exam)
Note!

Could have and might have can also be used in the main clause.

 If he had known that, he would have decided differently.

 Jane would have found a new job if she had stayed in Boston.

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Conditional 3 is formed by the use of the past perfect in the if clause followed
by a comma would have past participle in the result clause. You can also put
the result clause first without using a comma between the clauses.

Conditionals: Summary

Here is a chart to help you to visualize the basic English conditionals. Do not
take the 50% and 10% figures too literally. They are just to help you.

Probability Conditional Example Time

100% Zero Conditional If you heat ice, it
melts anytime
50% First If it rains, I will
stay at home Future
10% Second If I won the
lottery, I would Future
buy a car
0% Third If I had won the
lottery, I would
have bought a car. Past

Making Grammar fun:

The Tense game
Prepare colourful boxes which may appear like dice and write one of the tenses
of a verb on one side and other related vocabulary on the other sides. Let your
students roll the dice and make meaningful sentences. This can be used as a
group activity and which ever group makes the sentence first sentence gets a
score.
The Tense song
Let’s talk about the three forms of tenses
That will help in making a whole lot of sentences
Present, Past and Future, we shall learn them one by
one,
Let’s not delay and have some fun.
I played, I play and I will play at the park
But if I don’t know the tenses, I’ll be in the dark.

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I played yesterday, its past,
I play is simple present,
I will play on Sunday its simple future
The past, present and future tense,
It all makes real sense.

Now let’s move on to the next one,

Its perfect tense and none,
It’s easy, its simple, its fun to learn.
Just add a has, have or had,
Like, “I had played yesterday,”
Yes, isn’t this the simplest way?

Now, we move on to the progressive tense,

Add an –ing and it makes sense.
The progressive is also known as
“continuous,”
“I’m playing,” you can add without a fuss.
The past progressive is, “I had been playing,”
And the future progressive is, “I will have been playing.”
So, now you know all about tenses,
And you can use them correctly in all your sentences.

Comparatives and Superlatives.

The suffix – er has two roles in English, to make comparatives (faster,
older) and to make verbs into people or things that perform a certain
function or action, often jobs (manager, runner). We can therefore contrast
occupations:
A runner is faster than a planner.
A manager is older than a teenager.
A weightlifter is stronger than a baby sitter.
A farmer is happier than a beggar.

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A rider is higher than a walker.
A footballer runs further than a tennis player.
This parallel can be taken a stage further, because the superlative suffix –
est, as in longest, fastest, newest, sounds very similar to -ist, which also
denotes people who have a certain function: typist, dentist, violinist,
stylist.
Eg the best biologist, the nicest scientist, the cleverest chemist, the
coolest clarinetist, the greatest geologist, the happiest novelist, the
shortest naturalist, the tallest typist.
The rhyme and similarity between the forms could act as a mnemonic for
both comparative and superlative, and forms which denote specialties
/jobs. Mixed double sentences
Write two sentences
1. The complete sentence :
He plays football with his friends every Friday after school I am cycling to
Brighton this weekend with the cycle club
2. Mix all the words up an write them on the board
cycling he with his friends school after I am plays to this weekend the cycle
club football every Friday Brighton with
Divide the class two teams, A and B
Write ten spaces for each sentence.
A____ _____ ______ ______ _____ ______ _______ _____
_______ _______
B____ _____ ______ _______ _____ ______ _______ _____
_______ _______
Teams take it in turns to nominate words which they think belong to their
sentence. Each word they nominate correctly is written in its place.
However, if they nominate a word from the other team’s sentence, it is
written in the appropriate place in the other team’s sentence. The first
team to finish their sentence wins. This is good for contrasting structures
e.g. simple vs. continuous, active vs. passive, present perfect vs. past.
Newspaper sentences
Here’s an activity for more advance learners. Give one newspaper between
two students. They have to make a sentence using words from the paper as
follows: The first person chooses one word from the first page, the next
from the second page, the first from the third page and so on. Alternatively
use text books, reading passages

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Teaching Grammar in Situational Contexts
Situation or Context
Follow a recipe or instructions
from a boxed cake mix to bake a
cake.
Give directions to another
person to get to a store, the post
office, or a bank using a map.
Discuss plans for a class field trip Future tense
to the zoo.
Describe a past vacation,
weekend, etc.
Role play a shopping trip to buy May, might
a gift for a family member or
friend.
Answer information questions:
Name, address, phone number,
etc.
Points of Grammar
Imperative verb form
Present continuous tense
Present tense
Non-referential it
If-clauses
Conditional tense
Simple past tense
Question formation
Forms of verb to do
Word order in negation
Collective nouns and quantifiers
(any, some, several, etc.)
Indirect object
Present tense of verb to be
Possessive adjectives

Tell someone how to find an Locative prepositions

object in your kitchen. Modal verbs (can, may, should)

Fill out a medical history form.

Then role play a medical Present perfect tense
interview on a visit with a new Present perfect progressive
doctor.

Make a daily weather report Non-referential it

Forms of verb to be
Idiomatic expressions

Report daily schedules of people Habitual present

(in the class, buses in the city, Personal pronouns
airline schedules, trains, etc.)
Demonstrative adjectives

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 Extend an invitation over the Would like…Object-Verb word
telephone to someone to come order
to a party Interrogative pronouns

Explain rules and regulations to Modal verbs: Can, must, should,

someone, i.e. rules for the ought to
school cafeteria; doctor’s
instructions to a sick patient Adverbs of time & frequency

Report a historical or actual past Past conditional and past perfect

event and discuss conditions tenses
under which a different outcome
might have resulted If clauses

React to the burglary of your

house or apartment in the
presence of another person upon
discovery (active voice) and in
making a police report (passive
voice)
Present perfect tense
Contrast between active and
passive voice
Direct and indirect object

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