Individual A1-A2

Speexx 1:1 (Class)
Training Template
English A1
English 101 (1-12)
English 102 (13-24)
TABLE OF CONTENTS
NEEDS ANALYSIS 1
01 (01) | NICE TO MEET YOU | SUMMARY OF ONLINE CONTENT 2
1 (01) | NICE TO MEET YOU | EXERCISES 3
2 (02) | HOW'S IT SPELLED ? | SUMMARY OF ONLINE CONTENT 5
2 (02) | HOW'S IT SPELLED ? | EXERCISES 6
3 (03) | BARBECUE | SUMMARY OF ONLINE CONTENT 7
3 (03) | BARBECUE | EXERCISES 9
4 (04) | I LIKE COFFEE | SUMMARY OF ONLINE CONTENT 11
4 (04) | I LIKE COFFEE | EXERCISES 13
5 (05) | TOMBSTONE | SUMMARY OF ONLINE CONTENT 15
5 (05) | TOMBSTONE | EXERCISES 16
6 (06) | AN OLD HOUSE | SUMMARY OF ONLINE CONTENT 18
6 (06) | AN OLD HOUSE | EXERCISES 19
7 (07) | SUN CITY | SUMMARY OF ONLINE CONTENT 21
7 (07) | SUN CITY | EXERCISES 22
8 (08) | THE FAMILY | SUMMARY OF ONLINE CONTENT 24
8 (08) | THE FAMILY | EXERCISES 25
9 (09) | BIRTHDAY PARTY | SUMMARY OF ONLINE CONTENT 27
09 (09) | BIRTHDAY PARTY | EXERCISES 29
10 (10) | ONCE MORE! | SUMMARY OF ONLINE CONTENT 31
10 (10) | ONCE MORE ! | EXERCISES 32
11 (11) | BUYING GROCERIES | SUMMARY OF ONLINE CONTENT 33
11 (11) | BUYING GROCERIES | EXERCISES 34
12 (12) | CAB DRIVERS | SUMMARY OF ONLINE CONTENT 36
12 (12) | CAB DRIVERS | EXERCISES 37
13 (01) | WHERE IS IT? | SUMMARY OF ONLINE CONTENT 39
13 (01) | WHERE IS IT? | EXERCISES 41
14 (02) | SOMETHING TO EAT? | SUMMARY OF ONLINE CONTENT 44
14 (02) | SOMETHING TO EAT? | EXERCISES 46
15 (03) | CHINATOWN | SUMMARY OF ONLINE CONTENT 48
15 (03) | CHINATOWN | EXERCISES 50
16 (04) | HOW DO I GET THERE? | SUMMARY OF ONLINE CONTENT 52
16 (04) | HOW DO I GET THERE? | EXERCISES 53
17 (05) | STRANGER IN NEW YORK | SUMMARY OF ONLINE CONTENT 55
17 (05) | STRANGER IN NEW YORK | EXERCISES 56
18 (06) | SHORT WORDS | SUMMARY OF ONLINE CONTENT 58
18 (06) | SHORT WORDS | EXERCISES 60
19 (07) | HOT DOG STAND | SUMMARY OF ONLINE CONTENT 62
19 (07) | HOT DOG STAND | EXERCISES 63
20 (08) | WHOSE IS IT? | SUMMARY OF ONLINE CONTENT 65
20 (08) | WHOSE IS IT? | EXERCISES 66
21 (09) | A BIT OF EVERYTHING | SUMMARY OF ONLINE CONTENT 68
21 (09) | A BIT OF EVERYTHING | EXERCISES 70
22 (10) | IN THE OFFICE | SUMMARY OF ONLINE CONTENT 71
22 (10) | IN THE OFFICE | EXERCISES 72
23 (11) | CAN YOU TYPE? | SUMMARY OF ONLINE CONTENT 74
23 (11) | CAN YOU TYPE? | EXERCISES 75
24 (12) | ON THE PHONE | SUMMARY OF ONLINE CONTENT 77
24 (12) | ON THE PHONE | EXERCISES 78
speexx empowering communication English A1 | page 1
NEEDS ANALYSIS
WHY ENGLISH?
 Why do you want to improve your English?
 What are your goals for this course?
 What other languages do you speak?
MY JOB
 What is your job title, and what exactly do you do?
 Which department do you work in?
 Which industry do you work in?
USING ENGLISH
 Do you…
1. communicate in English with foreign colleagues?
2. communicate in English with foreign customers?
3. make telephone calls in English?
4. make presentations in English?
5. participate in meetings in English?
Speexx 1:1 Training (Class) Template

copyright © digital publishing AG
All rights reserved
01 (01) | NICE TO MEET YOU | SUMMARY OF ONLINE CONTENT
FOCUS
Introducing oneself
Introducing others
SAMPLE SENTENCE
‘My name’s Ellen.’
VOCABULARY (GREETINGS AND FAREWELL PHRASES)

Hi / Hello | Welcome | Goodbye / Bye | Good morning | Good evening | Good night | Thanks / Thank you | See
you | See you later | Good luck | Nice to meet you
Good morning 07:00-12:00

Good afternoon 12:00-18:00
Good evening/night 18:00-24:00
GRAMMAR (SHORT FORMS)

Short form Long form
I'm Mark. I am Mark.

My name's Ellen. My name is Ellen.
I'm I am
you're you are
it's it is
1 (01) | NICE TO MEET YOU | EXERCISES
INTRODUCTION
 Engage in a little small talk to introduce yourself to the student.
 Why do you want to improve your English?
 What other languages do you speak?

VOCABULARY FOCUS (GREETINGS)

 Greetings
1. Write the heading 'Greetings' on the whiteboard.
2. Hi / Hello | Welcome | Goodbye / Bye | Good morning | Good evening | Good night | Thanks / Thank you |
See you | See you later | Good luck | Nice to meet you
3. Good morning 07:00-12:00

4. Good afternoon 12:00-18:00
5. Good evening/night 18:00-24:00
6.
7. Brainstorm different ways to greet people with student, e.g. hi, hello, welcome, good morning / evening
/ afternoon
8. Get student to tell you who they would greet in this way, e.g. friends, boss, visitor, people listening to
a presentation or speech (audience).
 Formal/informal greetings
1. Write the headings 'formal' and 'informal' on the whiteboard. Pre-teach these two words.
2. Say informal words out. Student responds with the formal version. Begin with hi / hello then move on to bye /
goodbye; I'm... / My name is...; Fine thanks / Very well, thank you; thanks / thank you.
3. Go through the terms one by one, in a different order. Student sorts them into the 'formal' and
'informal' categories. Write the answers on the whiteboard.
4. Do not erase whiteboard. Leave it for the next exercise.
THEME FOCUS (INTRODUCTIONS)

 Introductions
1. Refer to the greetings already on the whiteboard.
2. Introduce yourself to the student, saying 'Nice to meet you' and eliciting 'Nice to meet you, too.' Write these
phrases on the whiteboard.
3. Student introduces himself/herself to you.
 Role play
1. Ask student 'What's your name?', 'Where are you from?', Where do you work?', and 'What do you do?'
Elicit 'My name is....', 'I'm from...', 'I live in...', 'I work for...', 'I'm a...'. Write the information on the whiteboard.
2. Practice introducing other people using 'This is ', 'He's from ', 'He works for ', 'He's a '.
(Write the information on the whiteboard.)
3. Repeat with 'she'.
 Terms of address
1. Pre-teach the words: first name, last name, boss, colleague, client, assistant, son, daughter, teacher, Mr
(e.g. Mr Jones), Ms (e.g. Ms Jones).
2. Ask the student what they would call each of these people (would they use their first name or last name?):
boss | colleague | client | assistant | son | daughter | teacher | son’s teacher
3. NATIONALITIES
4. Show the flags and elicit the names with TIC-TAC-TOE

• Brazil /brəˈzɪl/
• Great Britain /greɪt ˈbrɪtən/
• the Netherlands /(ðə) ˈneðələndz/
• Colombia /kəˈlʌmbiə/
• Italy /ˈɪtəli/
• Mexico /ˈmeksɪkəʊ/
• Russia /ˈrʌʃə/
• Spain /speɪn/
• Turkey /ˈtɜːki/
• the United States /ðə juˈnaɪtɪd ˈsteɪts/
• Argentina /ɑːdʒənˈtiːnə/
• Belgium /ˈbeldʒəm/
• Canada
5. She’s Spanish. 2 They’re British. 3 They’re Russian.

6. 4 He’s Colombian. 5 She’s Turkish. 6 She’s Belgian.
7. 7 He’s Italian. 8 She’s Argentinian. 9 They’re Mexican. Canadian
8.
 Let’s add this to the presentation

 Remember the nationality does not use plural form for two people
9. Personal Pronouns
10. WB write two sentences of introductions
11. Underline nouns and then pronouns
12.
 Draw a table on the board, with the personal pronouns in one column, then elicit the forms of the
verb be and write them in the other column. You could ask for volunteers to come to the board
to complete the different forms. Ask them to write both the full and the contracted forms. The rest of
the class checks and confirms answers.
Elicit complete sentence
Check the time!

2 (02) | HOW'S IT SPELLED? | FOCUS
The alphabet
Numbers
SAMPLE SENTENCE
‘What’s your number?’
VOCABULARY (MISCELLANEOUS)
name | address | telephone number | good morning | what's your name? | what's your telephone number? | how's
it spelled? | how are you? | my name's Donna | here | for | first name | last name | conference | that's right
VOCABULARY (TELEPHONE NUMBERS)

New York: (212) 759-3000
(two one two) seven, five ... etc.
London: (020) 8409-7601

(zero two zero) eight, four ... etc
0 = zero / 0 (pronounced
'oh')
88 = double eight
77 = double seven
GRAMMAR (SPELLING)
Capital 's' = S
Capital 'u' = U
Small 't' = t
Small 'f' = f
Double 'p' = p
p
Double 'e' = e
e
Sarah, Dennis, Maria

New York, Michigan, Louisiana

I'm Mark. (I am Mark.)
My name's Ellen. (My name is Ellen.)
I'm = I am
you're = you are
it's = it is
what's = what is
that's = that is
how's = how is
2 (02) | HOW'S IT SPELLED? | EXERCISES
THEME FOCUS (THE ALPHABET AND NUMBERS)

 The alphabet abcdefghijklmnopqrstuvwxyz
1. Write the alphabet on the whiteboard.
2. AHJK FLMNSXZ(BR) O R BCDEGPTVZ(AM) IY QUW
3. Student says it out loud. Correct any errors.
4. Listen & Write these words: Good, Name, Nice, Fine, Are, This, Night; Bye
5. Spell out 10 words in English, beginning with easy ones.
6. Name address telephone beginning conference Donna spelling whiteboard phrases himself
7. Student writes them down.
8. Check/correct them together.
9. DATES March 11, 2019
 Numbers
 1-100 plus spelling
1. Write the numbers 1 through 20 on the whiteboard. Say them out loud. Student reads through the list.
2. 11-12-17-15-19-20-31-42-53-64-70-85-90-96-107-118-129
3. Write simple arithmetic problems on the whiteboard. The student says answers out loud.
VOCABULARY FOCUS (MISCELLANEOUS)

 Introductions
1. Introduce yourself to student. Write the key phrases on the whiteboard: 'Hello, my name is ', 'Nice to
meet you', 'I'm '.
2. Student introduces himself/herself to you.
3. Ask student for their first and last names. Write the key phrases on the whiteboard: 'What's your first name?',
'What's your last name?', 'It's .'
4. CAN YOU SPELL IT PLEASE ZEFFIRELLI BOTTICCELLI YOUR SURNAME
5. Remind Capital letters and small letters
6. Explain the phone numbers
7. (519) 628-6229
8. Elicit numbers
9. (428) 618-4205 611-4057 428-3109
10. Frontenac RD, Street, court, ave
11. Repeat the process with phone numbers and addresses. Again, write the key phrases on the whiteboard.
12. Practice an extended dialogue using all the key phrases.
 Introductions 2
1. Look at the third person forms for the same dialogue.
E.g. 'What is his name?' 'And what is his address?' 'His name is ' 'His address is '
Examples with speaking ...
Peter Adams, 302 Brown Street 771-8293
Mary Baker, 4165 Forest Road, 450-5656
John Cook, 3106 Lake Court 239-1187
WRAP UP
Homework practice introductions at home

3 (03) | BARBECUE | SUMMARY OF ONLINE CONTENT
FOCUS
Greeting people
Introducing oneself
Asking about well-being
SAMPLE SENTENCE
‘Are you hungry?’
VOCABULARY (JOBS)
painter | manager | park ranger | professor | fashion model | politician | doctor | workaholic
VOCABULARY (NATIONALITIES)
Mexican | Australian | American | Canadian | Irish
GRAMMAR (INDEFINITE ARTICLE)

an + vowel a + consonant
an apple a bicycle
an earring a car
an ice tea a dog
an orange a house
an umbrella a tree
GRAMMAR (THE PRESENT TENSE OF 'BE')

I am
you are
he, she, it is
we are
you are
they are
GRAMMAR (QUESTIONS WITH 'BE')

Are you John? Are you ...?
Are we ...?
Are they ...?
Is he American? Is he ... ?, Is she ...?
GRAMMAR (PERSONAL PRONOUNS)

English has seven personal pronouns:
Singular
I first-person singular
you second-person singular
he third-person singular masculine
she third-person singular feminine
it third-person singular neuter
Plural
we first-person plural
you second-person plural
they third-person plural
Personal pronouns do not refer just to people but also to things. They are used when 'grammatical persons' are
referenced (e.g. the use of first-person, second-person and third-person). The second-person pronoun 'you,' does
not change in the plural form.
GRAMMAR (PLURAL)
Singular = 1 Plural = 2+
+ '-s'
girlfriend girlfriends
house houses
car cars
shirt shirts
+ '-es'
tomato tomatoes
church churches
3 (03) | BARBECUE | EXERCISES
INTRODUCTION
 Explicitly explain that this 1:1 Training (Class) session will be based on the language learned in this unit
of the course.
 Comment on student’s recent course progress (if applicable).
 Ask whether student has any questions concerning the course and his/her learning progress.
VOCABULARY FOCUS (JOBS)

 Professions
1. Write the professions down on the whiteboard:
Painter, Manager, Park ranger, Professor, Fashion model, Politician, Doctor, Workaholic
2. Student defines these one by one. Assist as needed.
3. For each profession, ask questions such as 'Where does a painter work?' and 'How much money does
a fashion model make?'
VOCABULARY FOCUS (NATIONALITIES)

 Nationalities
1. Student brainstorms famous people. Ask their nationalities and write them on the whiteboard. By naming
celebrities, elicit Mexican (e.g. Diego Rivera, Frida Kahlo), Australian (e.g. Paul Hogan), American (e.g.
Bill Clinton), Canadian (e.g. Mike Myers, Wayne Gretzky), Scottish (e.g. Sean Connery, Annie Lennox).
2. Ask light-heartedly about the differences between people of different nationalities.
3. Leave the list on the whiteboard for the next exercise.
GRAMMAR FOCUS (INDEFINITE ARTICLE)

 Breakfast and lunch
1. Ask student 'What did you eat for breakfast/lunch?'
2. Student answers with the indefinite article (an apple, an omelette, a pizza...). Pay attention to 'a' versus
'an' and explain the rule when it comes up.
3. Ask 'Was the [omelette] good?' and insist on an answer in a complete sentence ('Yes, the [omelette]
was good.') Insist on 'the'.
GRAMMAR FOCUS (QUESTIONS WITH 'BE')

 Yes/no questions
1. Point to one of the celebrities. Ask 'Is he Australian?' Insist on 'Yes, he is' or 'No, he isn't.'
2. Continue with 'Is he young?', 'Is he an actor?', 'Is he rich?', 'Is he tall?'
3. Repeat with a few other celebrities.
4. Ask student 'Are you Irish?' Insist on 'No, I'm not' or 'Yes I am.'
5. Ask the student simple yes/no questions, sometimes about him/herself and sometimes about celebrities.
6. Student asks you questions about yourself.
THEME FOCUS (INTRODUCING OTHERS)

 Introducing others
1. Student brainstorms the phrases needed to introduce two people to each other: 'Let me introduce you.', 'Y,
this is x.', 'X, this is y.', 'Nice to meet you.', 'How do you do?'.
2. Student practices introducing others to you.
WRAP IT UP!
 Offer short appraisal of the 1:1 Training (Class) session.
 Emphasize that, for a successful 1:1 Training (Class) session, the student should have made progress in
their online course and encourage them to continue studying online regularly.
4 (04) | I LIKE COFFEE | SUMMARY OF ONLINE CONTENT
FOCUS
Stating preferences
SAMPLE SENTENCE
‘Do you like coffee?’
VOCABULARY (FOOD AND DRINK)

breakfast | toast | tea | milk | coffee | fruit | eggs | bacon | sugar | butter | jam | orange juice | tomato juice |
grapefruit juice | pancakes | cornflakes
GRAMMAR (DO, DOES)

Do I like jam?
Do you like jam?
Do we like jam?
Do you like jam?
Do they like jam?
Does he/she/it like jam?
GRAMMAR (DON'T, DOESN'T)

Short form Long form
I don't like tea. I do not like tea.

You don't like tea. You do not like tea.
We don't like tea. We do not like tea.
They don't like tea. They do not like tea.
He doesn't like tea. He does not like tea.

She doesn't like tea. She does not like tea.
It doesn't like tea. It does not like tea.
GRAMMAR (I LIKE, HE LIKES)

I like oranges.
You like oranges.
We like oranges.
They like oranges.
He likes oranges
She likes oranges.
Mary likes oranges.
Adam likes oranges.
GRAMMAR (LIKE, PREFER, FAVORITE)

don't like okay like prefer favorite
I don't like It's okay. I like tea. I prefer Juice is my
tea. coffee. favorite.
GRAMMAR (HAVE, HAS)
I/you/we/they have ...
do not have ...
don't have ...
He/she/it has ... does not have...

doesn't have...
4 (04) | I LIKE COFFEE | EXERCISES
INTRODUCTION
of the course.
VOCABULARY FOCUS (FOOD AND DRINK)

 Coffee break
1. Student brainstorms breakfast items:
breakfast, toast, tea, milk, coffee, fruit, eggs, bacon, sugar, butter, jam, orange juice, tomato juice, grapefruit
juice, pancakes, cornflakes
2. Ask simple questions about the vocabulary, such as 'Do you like bacon?', 'Is it healthy?', 'Is coffee a food?'
 Breakfast
1. Say what you had for breakfast this morning.
2. Student says what they had for breakfast.
3. Discuss the differences between an American breakfast and a local breakfast.
GRAMMAR FOCUS (I LIKE, HE LIKES + PREFER, FAVORITE)

 Meals
1. Say what your favorite breakfast is. In your description, use the verbs 'like', 'prefer', and 'is'.
2. Ask student about their favorite meals.
3. Talk about each other’s preferences using the third person form.
GRAMMAR FOCUS (DO, DOES, DON'T, DOESN'T)

 I like coffee
1. Choose personal examples and say 'I like x', 'I don't like y.' Draw smileys on the board to indicate
meaning, and use appropriate facial expressions.
2. With the breakfast vocabulary, ask student 'Do you like [fruit]?' Insist on 'Yes, I do' or 'No, I don't.'
3. Move on to people, sports and politicians.
 Work habits
1. Ask student 'Do you work hard?' and insist on a full sentence ('Yes, I work hard' or 'No I don't work
hard'). Write down both possibilities.
2. Ask each other questions below and note down the answers. Insist on full sentences and proper negation
with 'don't.'
Do you come in late for work?
Do you surf the internet at work?
Do you gossip at work?
Do you like work?
Do you take long lunches at work?
Do you work hard?
Do you make personal phone calls at work?
Do you work overtime?
3. Ask student 'Does [your friend/partner/colleague] work hard?' Insist on a complete sentence and write the
models on the whiteboard (e.g. 'He works hard', or 'He doesn't work hard').
4. Look at questions again with the third person form.
WRAP IT UP!
 Emphasize that, for a successful 1:1 Training (Class) session, the student should have made progress
in their online course and encourage them to continue studying online regularly.
5 (05) | TOMBSTONE | SUMMARY OF ONLINE CONTENT
FOCUS
Enquiring
SAMPLE SENTENCE
‘Where do Ike and his friends come from?’
VOCABULARY (MISCELLANEOUS)
outlaw | welcome | to protect | gun | does that ring a bell? | jacket | clever | doctor
VOCABULARY (QUESTION WORDS)

who | which | where | why | when | what | whose | whom
GRAMMAR (THE PRESENT SIMPLE)

I go I write I sing
you go you write you
sing
we go we write we
sing
they go they write they
sing
he goes he writes he
sings
she goes she writes she
sings
it goes it writes it sings
GRAMMAR (THE VERB ‘DO’)

Do I look good?
Do you like TV?
Do we have homework?
Do they speak English?
Does she/he eat fish?
GRAMMAR (QUESTIONS WITH 'DO')

What do you think?
Where does he live?
How do you do?
When do you have lunch?
GRAMMAR (QUESTION WORDS)

Who? Jane, John, Paul
When? 9 o'clock, Saturday
Why? Because ...
Where? here, New York
What? an apple, the dog
Which? the cat or the dog
Whose? Tom's jacket
5 (05) | TOMBSTONE | EXERCISES
INTRODUCTION
of the course.
VOCABULARY FOCUS (QUESTION WORDS)

 W-words
1. Brainstorm ‘W-words’ with student.
2. Leave the words on the board for the speaking exercise ‘Interview about me.’
GRAMMAR FOCUS (QUESTIONS WITH 'DO')

 Guess my Job
1. Brainstorm jobs. List the suggestions on the whiteboard.
2. Discuss with student what the jobs require and the basic characteristics of the jobs.
3. Write the job titles on post-it notes and each stick one on your foreheads.
Ask each other questions in order to guess your own job title.
Sample questions:
Do I work in an office?
Do I work in a factory?
Is my job dangerous?
Do I earn a lot of money?
Do I work outdoors?
Do I work with people?
Do I work alone?
Do I work with animals?
Do I work on the weekends?
Do I use my hands for my job?
 I like to
1. Student writes down five things he/she likes to do.
2. Tell each other what you like to do, following each statement with, ‘Do you?’ The other person then answer,
‘Yes, I do’ or ‘No, I don’t.’
Sample language:
I like to play sports. Do you?
I like to visit museums. Do you?
I like to learn English. Do you?
I like to eat sweets. Do you?
I like to go to the cinema. Do you?
GRAMMAR FOCUS (QUESTIONS WORDS)
 Interview
1. Refer to the ‘Question words’ vocabulary already on the whiteboard.
2. Interview each other using the question words.
Sample questions:
What’s your name?
Where do you live?
Which department do you work in?
Why do you learn English?
When is your birthday?
WRAP IT UP!
6 (06) | AN OLD HOUSE | SUMMARY OF ONLINE CONTENT
FOCUS
Describing buildings
SAMPLE SENTENCE
‘Is there a garage?’
VOCABULARY (OPPOSITES)
old / new | cheap / expensive | big / small | quiet / noisy | clean / dirty
VOCABULARY (HOUSES)
bathroom | garage | living room | dining room | kitchen | bedroom | building | downtown | apartment
GRAMMAR (LIVE, LIVES)

I live
You live He lives
We live She lives
They live It lives
GRAMMAR (THERE IS, THERE ARE)

Is there a garden?
There's a garden.
Are there apples?

There are apples.
GRAMMAR (THERE'S, THERE ISN'T)

There's There is = Y
e
s
There isn't There is not = N
o
6 (06) | AN OLD HOUSE | EXERCISES
INTRODUCTION
of the course.
VOCABULARY FOCUS (OPPOSITES)

 Adjectives
1. Say one of the adjectives. Student replies with the opposite.
2. When the student replies correctly, he/she then creates a sentence with the new adjective.
3. Write the sentence on the board. Elicit errors.
4. Repeat this procedure until the list of adjectives is finished.
5. Adjectives: old/new, cheap/expensive, big/small, quiet/noisy, clean/dirty
VOCABULARY FOCUS (HOUSES)

 Houses
1. Elicit the house vocabulary and write it on the whiteboard.
2. Write 'I live...', 'My house has...' and 'My apartment has...' on the whiteboard.
3. Student tells you about his/her house or apartment, using the words and phrases on the whiteboard.
4. You tick off each vocabulary word as it is used.
5. House vocabulary: house, bathroom, garage, living room, dining room, kitchen, bedroom,
building, downtown, apartment
GRAMMAR FOCUS (THERE IS, THERE ARE)

 Fact Finding
1. Ask student 'Where do you live?', 'Is there a garden?', and 'Are there stairs?' Write these sentences on the
board. Underline 'Where', 'Is there' and 'Are there.'
2. Get student to ask you about your homes, using the sentences on the board as models.
3. Student then ‘reports back’ – tells you about your home.
4. Provide feedback on language usage.
THEME FOCUS (HOUSES)

 Finding an apartment
1. Ask the student the difference between renting and owning. Use this to lead into a short discussion
about rental. Weave in the words: tenant, landlord, advertisement, neighbor, street, parking, rent.
2. Perform a tenant/landlord role play:
Student has seen an advertisement in the newspaper for your apartment. He/she asks you questions about
the apartment.
3. Swap: Student is the landlord and must answer your questions about their apartment.
WRAP IT UP!
7 (07) | SUN CITY | SUMMARY OF ONLINE CONTENT
FOCUS
Expressing possession
Negating
SAMPLE SENTENCE
‘San Antonio is not the capital of Arizona.’
VOCABULARY (OPPOSITES)
small / big | good / bad | hot / cold | friendly / unfriendly
GRAMMAR (THE VERB 'HAVE')

I have
you have
he/she/it has
we have
you have
they have
GRAMMAR (NEGATIVE)
'Be' + 'not' = No
Is she English?
No, she is not English. She's American.
I am not Gregory.
He is not a teacher.
You are not stupid.
They are not Greek.
We are not from here.

I'm not British.
She isn't German.

She's not German.
They aren't students.

They're not students.
GRAMMAR (THE NEGATIVE OF 'DO')

I don't like football.
You don't like football.
She does like football.
n't
He does like football.
n't
We don't like football.
You don't like football.
The don't like football.
y
7 (07) | SUN CITY | EXERCISES
INTRODUCTION
of the course.
VOCABULARY FOCUS (NEGATIVE)

 It is NOT!
1. Write one of the words below on the
whiteboard. Small / Big
Good / Bad
Hot / Cold
Friendly / Unfriendly
Old / New
Cheap / Expensive
Quiet / Noisy
Clean / Dirty
2. Student describes the word by using the word 'not.' An example: hot - not cold.
3. Repeat with another word, until all the word pairs have been used.
THEME FOCUS (SUN CITY)

 Sun City
1. List the vocabulary from 'Sun City' on the whiteboard.
race car, golf cart, garden, neighbor, actor, doctor, American, Spanish, Italian, sick, politician, rock star, dog,
singer, barbecue, baseball, cookies
2. Student makes a sentence using one of the words. Cross that word off.
3. Continue until all the words have been used.
GRAMMAR FOCUS (THE NEGATIVE OF 'DO')

 No you don't!
1. Student finds five facts about you.
2. Students report the facts back to you one by one.
3. After each fact, ask the student a question to elicit 'no.' For example, if the student says 'You have green
eyes,' then ask 'Do I have brown eyes?' and insist on the negative form, 'No, you don't have brown eyes.'
4. Encourage the student to ask the questions as well.
 But not on the weekend!
1. Student comes up with a list of five weekday activities.
2. Point to the first activity and ask 'Do you [go to work] on the weekend?' Insist on a complete sentence: 'No,
I don't [go to work] on the weekend.'
3. Then ask 'What do you do, then?' and elicit a few ideas.
4. Continue with the second activity and so on.
 At work
1. Pre-teach: refrigerator, colleague, desk, laptop, view, air conditioning, copy machine.
2. Interview each other about work, for example:
At work, do you have a phone?
Do you have a refrigerator in the office?
Do you have an assistant?
Do you have a fax machine at your desk?
Do you have a television in your office?
Does your office have a view through the window?
Does your boss have a lot of work?
Do you have a holiday in October?
Do you have a copy machine in your office?
Do you have a laptop for work?
Do you have a dog in your office?
Does your office have air
conditioning?
3. Get student to answer questions about their friend/colleague/partner.
Insist on full sentences, and focus on proper negation.
4. Make up some deliberately wrong sentences using negation (e.g. I have not a laptop.) and write them on
the whiteboard. Elicit corrections.
WRAP IT UP!
8 (08) | THE FAMILY | SUMMARY OF ONLINE CONTENT
FOCUS
Talking about the family
SAMPLE SENTENCE
‘Their son’s name is Jason.’
VOCABULARY (THE FAMILY)

father / mother | son / daughter | brother / sister | uncle / aunt | nephew / niece | grandfather / grandmother |
husband / wife | father-in-law / mother-in-law | child | married
GRAMMAR (PLURAL)
Singular Plural
daughter daughters
'-y' '-ies'
family families
city cities
Irregular:
child children
man men
woman women
GRAMMAR (POSSESSIVE'S)
Dave's coat. = The coat of
Dave.
Dave's hat. = The hat of
Dave.
Dave's dog. = The dog of
Dave.
Their daughter's cat. = 1 daughter
Their daughters' cat. = 2+ daughters
GRAMMAR (POSSESSIVE ADJECTIVES)

I my
you your
he/she/it his/her/its
we our
you your
they their
GRAMMAR (THE VERB 'HAVE')

I have
you have
he/she/it has
we have
you have
they have
8 (08) | THE FAMILY | EXERCISES
INTRODUCTION
of the course.
VOCABULARY FOCUS (FAMILY)

 The family
1. Write the following words on the whiteboard: child, married, daughter, uncle, nephew, sister, father, mother-
in-law.
2. Student picks a word and explains his/her word to you, without using the word itself. You guess the word.
3. Continue until all words have been explained.
4. Leave the words on the whiteboard for the next exercise.
 Tell me a story
1. Begin a story with a sentence using one of the words on the whiteboard from the previous exercise.
For example: 'A friend of mine is MARRIED to a teacher.' Cross out the word you used.
2. Student continues the story with another word from the whiteboard. Cross out this word.
3. Continue until all the words on the whiteboard have been used.
GRAMMAR FOCUS (PLURAL)

 Plurals
1. Student brainstorms office supplies and office furniture. For example: pens, chairs, copiers,
printers, computers, notebooks.
2. Tell the student their company has a very tight budget. It is their job to rank these items in order
of importance.
 Office supplies
1. Ask student what office supplies, equipment, and furniture could enrich their offices. Write their ideas on
the whiteboard.
2. Student is an employee and you are Management.
3. Explain the situation to the student: Employees are in need of new office furniture, equipment, and
supplies. BUT - Management doesn't think it is really necessary.
4. Employee tells you reasons why each item on the list is needed. Management argues why the purchase
cannot be made.
5. Try to come to an agreement.
6. Swap roles.
GRAMMAR FOCUS (POSSESSIVE ADJECTIVES)

 Possession
1. Elicit the possessive adjectives (my, his, her, its, our, your, their) and pronouns (mine, his, hers, its,
ours, yours, theirs) from the student. Write the words on the whiteboard.
2. Pick up your pen. Ask them who it belongs to. Elicit 'It's [Helga's] pen.' Write the sentence on the whiteboard.
3. Student must interview you to discover five interesting things about you. They then report what they found out
using the words/structures on the whiteboard.
4. Get student to tell you five interesting things about their friend/colleague/partner.
5. If a student expresses an idea without using a possessive form, elicit how to express the idea using
a possessive form.
WRAP IT UP!
9 (09) | BIRTHDAY PARTY | SUMMARY OF ONLINE CONTENT
FOCUS
Speaking about the present
SAMPLE SENTENCE
‘She is driving.’
VOCABULARY (FEELINGS)
sad / depressed | happy / glad | scared / frightened | angry / furious / mad | sick / ill | tired / sleepy
VOCABULARY (FAMILY)
father / mother | son / daughter | brother / sister | uncle / aunt | nephew / niece | grandfather / grandmother |
husband / wife | father-in-law / mother-in-law | child | married
GRAMMAR (PRESENT CONTINUOUS)

The present continuous describes an action that is happening now.
'Be' + verb + '-ing'
I'm reading a book now.
He's sleeping at the moment.
The present continuous also describes arrangements.

She's starting college this September.
We're having a baby next month.
GRAMMAR (MAKING THE PRESENT CONTINUOUS NEGATIVE)

I'm not working. = I am not working
you're not working = you aren't
working
we're not working = we aren't
working
they're not working = they aren't
working
he's not working = he isn't working
she's not working = she isn't working
it's not working = it isn't working
Example:
Is she working? No, she is not.
No, she's not.
No, she isn't.
GRAMMAR (QUESTIONS IN THE PRESENT CONTINUOUS)

Are you leaving now?
Are we going to eat?
Is Tom working today?

Is she dancing?
GRAMMAR (PRESENT CONTINUOUS OR SIMPLE PRESENT)

Now Usually/always/every
Shhhh! I'm watching the news. I watch the news every day at this time.
I'm writing a letter to Tom. I write to Tom every Friday.
John's watching TV. He always watches TV in the evenings.
We're drinking tea. We usually drink tea at this time every day.
GRAMMAR (ADVERBS OF FREQUENCY)

100 always/every
% day
80% usually
50% often
30% sometimes
0% never
09 (09) | BIRTHDAY PARTY | EXERCISES
INTRODUCTION
of the course.
VOCABULARY FOCUS (FEELINGS)

 Feelings
1. Say words out loud. Student replies with their synonyms. Begin with an example (e.g. sad/depressed).
Then move on to happy/glad, angry/furious/mad, sick/ill, tired/sleepy.
2. Each time student says a correct synonym, he/she then creates a logical sentence using both words.
Note these sentences on the whiteboard. Elicit any corrections.
VOCABULARY FOCUS (FAMILY)

 Family members
1. Write the word 'family' on the whiteboard.
2. Student brainstorms words used to describe family relationships (father, mother, son, daughter, brother,
sister, uncle, aunt, nephew, niece, grandfather, grandmother, husband, wife, father-in-law, mother-in-law,
child, married).
3. Keep the words on the whiteboard and continue to the next exercise.
 Family tree
1. Draw a picture of your family tree on the whiteboard. If you do not have a large family, create some
extra members.
2. Point to one member of your family and say something like, 'Jane is Martha's sister.'
3. Point to two more members, but this time let the student tell you how they are related.
4. Let the student continue describing the family tree.
5. Get student to describe his/her family tree to you, and you draw it.
6. Now they describe the relationships between their own family members!
GRAMMAR FOCUS (PRESENT CONTINUOUS)

 Company activities
1. Write the sentence on the whiteboard 'Acme Inc. produces video games. At the moment, it is designing
a new game. The company is also expanding into new markets.'
2. Underline the words 'produces' and 'is designing' and 'is expanding.'
3. Point to the word 'produces' and tell the student that the company does this on a regular basis, every
working day. Point to the words 'is designing' and tell the student that this is a special project the company is
working on now. They do not do this every day.
4. Student writes tells you what their company does and two things that it is doing at the moment. Insist on
correct usage of present simple and present continuous.
GRAMMAR FOCUS (ADVERBS OF FREQUENCY)
 Daily routine
1. Make up some deliberately wrong sentences using adverbs of frequency (e.g. I walk never to work) and
write them on the whiteboard. Elicit corrections.
2. Ask the student questions like the ones below, getting them to answer using the words always,
sometimes, usually, often, never.
How often do you get up before 6:00 am?
How often do you leave work before 5:00
pm? Do you smoke in the office?
Do you attend meetings on Mondays?
Do you talk to your boss in the mornings?
Do you send e-mails after 6:00 pm?
Do you receive e-mails before 6:00 am?
Do you drive to work?
Do you eat lunch at 1:00 pm?
Do you have fun at work?
3. Get the student to ask you questions about your daily routine!
WRAP IT UP!
10 (10) | ONCE MORE! | SUMMARY OF ONLINE CONTENT
FOCUS
Review
GRAMMAR (AUXILIARY VERBS)

I am
you are
he, she, it is
we are
you are
they are
I have
you have
he/she/it has
we have
you have
they have
I do
you do
he/she/it does
we do
you do
they do
GRAMMAR (PRESENT SIMPLE)

I go I write I sing
you go you write you
sing
we go we write we
sing
they go they write they
sing
he goes he writes he
sings
she goes she writes she
sings
it goes it writes it sings
GRAMMAR (PRESENT CONTINUOUS)

The present continuous describes an action that is happening now.
'Be' + verb + '-ing'

I'm reading a book now.
He's sleeping at the moment.
The present continuous also describes arrangements.
She's starting college this September.
We're having a baby next month.
10 (10) | ONCE MORE! | EXERCISES
INTRODUCTION
of the course.
GRAMMAR FOCUS (PRESENT SIMPLE)

 A working day
1. Student brainstorms things that people do during a working day, for example:
read emails | have coffee | go to meetings | drive to work | answer the phone | talk to colleagues | discuss
problems | have lunch
2. Give an example of something you do regularly: "I read my emails every day. I have coffee every
day." Emphasize to student that they are not temporary projects or activities, but things you do every
day.
3. Using the activities from the brainstorm, ask student to
... tell you something he/she does every day.
... tell you something he/she never does.
... tell you something he/she sometimes does.
... tell you something he/she often does.
... tell you something he/she rarely does.
... tell you something he/she always does.
GRAMMAR FOCUS (PRESENT SIMPLE AND PRESENT CONTINOUS)

 Every day vs. now
1. Ask student the following questions:
Do you drive to work? Are you driving to work now?
Does it rain every day where you live? Is it raining now?
Do you work in an office? Are you working in your office now?
Do you speak a foreign language? Are you speaking a foreign language now?
Do you drink coffee every day? Are you drinking coffee now?
Do you listen to jazz? Are you listening to jazz now?
2. Ask student to describe what his/her boss does every day.
For example: meet with new clients | hold weekly meetings | organize a party for a colleague | test a new
conferencing tool | read and reply to emails | translate the website | tell team what to do
3. Now ask student to describe what his/her boss is probably doing right now!
4. Ask student to tell you what their colleague/friend/partner does and what they are doing now.
E.g. My colleague designs the company website. Right now she's talking to a client.
WRAP IT UP!
11 (11) | BUYING GROCERIES | SUMMARY OF ONLINE CONTENT
FOCUS
Buying groceries
Citing prices
Expressing amounts or quantities
SAMPLE SENTENCE
‘How much is a chocolate bar?’
VOCABULARY (VEGETABLES AND FRUITS)

garlic | lemon | green pepper | bunch of grapes
VOCABULARY (QUANTITIES)
a bunch of grapes | a loaf of bread | two bulbs of garlic | a dozen eggs | half a pound of ham | a gallon of milk | a
piece of cake
VOCABULARY (SHOPPING)
to go shopping | shop | market | special offer | price | to cost | to buy | cheap | expensive | receipt | change
VOCABULARY (MONEY)
How much is a chocolate bar? 75 cents.
Do you have $10?
GRAMMAR (NUMBERS | PUNCTUATION)

The numbers 21 to 99 need a hyphen (-).
21 twenty-one 34 thirty-
four
22 twenty-two 45 forty-
five
23 twenty-
three
11 (11) | BUYING GROCERIES | EXERCISES
INTRODUCTION
of the course.
VOCABULARY FOCUS (SHOPPING FOR VEGETABLES AND FRUITS)

 Shopping
1. List the following vocabulary on the whiteboard: garlic, lemon, green pepper, grapes, to go shopping,
shop, market, special offer, price, to cost, to buy, cheap, expensive, receipt, change, how much..., do you
have...
2. Student tells you about the last time he/she went shopping, using the listed vocabulary.
3. Mark each word as it is mentioned.
VOCABULARY FOCUS (QUANTITIES AND MONEX)

 Quantities
1. Student brainstorms shopping items. Write them on the whiteboard, along with a quantity (e.g. a bunch of
grapes, a liter of milk).
2. Ask 'How much is [a bunch of grapes]?' and write down the price next to the phrase. Repeat for the
other items.
3. Ask 'How much are all of these together?' Student adds the figures and tell you the total.
THEME FOCUS (FOOD, QUANTITIES AND PRICES)

 Company lunch
1. Tell the student that an important politician is coming to visit their company. It is their job to plan the menu
for a lunch reception. There will be 100 guests, and the budget is $1500.
2. Student plans a lunch menu. Help as needed.
3. Once they are done, student needs to prepare a shopping list based on the menu. Help as needed. Be sure
to comment if an item looks too expensive.
4. After the shopping list is complete, student decides the quantity and price of each item. If they are over
budget, then they must decide what to eliminate from the list.
5. Discuss the planned menu with the student.
 Shopping trip
1. Ask student where they go to buy their food.
2. Tell the student that they are going shopping to buy the things they need for the company outing planned
in the previous exercise.
3. *Note: If the student did not do the previous exercise, they can brainstorm a shopping list.
Role-play: You are the shopkeeper and student is shopping. Perform a dialogue, using the following phrases:
How can I help you?
Do you need help with anything?
I would like... / I'd like...
Do you have any...
Could I please have...?
I'm looking for...
Will that be all for you?
Did you need anything else today?
Cash or credit?
Thank you. Have a nice day!
4. Provide feedback on language usage.
 Genetically modified food
1. Pre-teach the term 'genetically modified food'. Say 'I don't like genetically modified corn. Do you?' Student
expresses their opinion.
2. Student comes up with four arguments for and four arguments against genetically modified foods.
3. Discuss the arguments.
WRAP IT UP!
12 (12) | CAB DRIVERS | SUMMARY OF ONLINE CONTENT
FOCUS
Asking for and giving information
Making comparisons
SAMPLE SENTENCE
‘America is bigger than Britain.’
VOCABULARY (SIGHTSEEING)
tourist | sight | souvenir | sightseeing | guide | visitor | building | map | ticket | exhibition
GRAMMAR (ADJECTIVES)
Verb Noun Adjecti
ve
to eat apple green
to like city loud
The house is white.

This is a white house.
The apples are green.

John likes green apples.
GRAMMAR (COMPARATIVE)
One-syllable adjectives ending in a double consonant:
sma + '- = smaller
ll + er' = taller
tall '-
er'
One-syllable adjectives ending in a vowel + consonant:

big + '-g' + '-er' = bigger
thin + '-n' + '-er' = thinner
One syllable ending in '-e'

nice + '-r' = nicer
Two syllables +'more' or +'-er'

careful more careful
happy happier
(Note: y → i)
Three or more syllables + 'more'

comfortable more comfortable
interesting more interesting
John is 10 years old. Mike is 12 years old.

Mike is older than John.
John is younger than Mike.
The car costs $180,000. The bike costs $200.

The car is more expensive than the bike.
The bike is cheaper than the car.
12 (12) | CAB DRIVERS | EXERCISES
INTRODUCTION
of the course.
VOCABULARY FOCUS (SIGHTSEEING)

 Sightseeing
1. Write 'touring the city' on the board. Draw a cloud around it and a few radiating lines.
2. Ask leading questions to elicit all the vocabulary.
Vocabulary: sightseeing, tourist, sight, souvenir, guide, visitor, building, map, ticket, exhibition
 Sightseeing
1. Refer to the 'Sightseeing' vocabulary already on the whiteboard.
2. Get student to tell you about a tourist attraction or something to see in his/her town.
3. Mark each word which is mentioned.
4. Discuss more tourist attractions in his/her town.
GRAMMAR FOCUS (COMPARATIVES)

 Comparatives
1. Write the following categories on the whiteboard: countries, animals, jobs, actors, films.
2. Student brainstorms three or four examples for each category. Write these on the board.
3. Say a comparative sentence using the suggestions and write it on the board.
4. Student offers additional comparative sentences. Write the adjectives as they come up. Provide a
few additional adjectives as appropriate.
THEME FOCUS (ASKING FOR AND GIVING INFORMATION)

 Tourist attraction
1. Brainstorm tourist attractions and list them on the whiteboard.
2. Ask student what his/her favorite tourist attraction is. Ask them questions about it, for example the following:
What is your favorite tourist attraction?
Where is it?
How do I get there?
Do I need to buy a ticket?
How much does a ticket cost?
When is it open?
Does the exhibition change monthly?
Do many tourists visit this place?
 Describing each other
1. Write on the whiteboard the categories: hair, eyes, skin, height.
2. Student brainstorms adjectives for each category.
3. Student works to describe different people (e.g. family members/colleagues/celebrities).
WRAP IT UP!
13 (01) | WHERE IS IT? | SUMMARY OF ONLINE CONTENT
FOCUS
Giving directions
SAMPLE SENTENCE
‘The post office is next to the parking lot.’
VOCABULARY (PUBLIC BUILDINGS)

public phone | public toilets | parking lot | supermarket | post office | pharmacy
VOCABULARY (DIRECTIONS)
It's on the corner | It's near... | It's next to... | It's opposite... | up | down | left | right
GRAMMAR (COMPARATIVE)
One-syllable adjectives ending in a double
consonant: small + '-er' = smaller
tall + '-er' = taller
One-syllable adjectives ending in a vowel + consonant:

big + '-g' + '-er' = bigger
thin + '-n' + '-er' = thinner
One syllable ending in '-e'

nice + '-r' = nicer
Two syllables +'more' or +'-er'

careful more careful
happy happier
(Note: y → i)
Three or more syllables + 'more'

comfortable more comfortable
interesting more interesting
John is 10 years old. Mike is 12 years old.

Mike is older than John.
John is younger than Mike.
The car costs $180,000. The bike costs $200.

The car is more expensive than the bike.
The bike is cheaper than the car.
GRAMMAR (SUPERLATIVE)
John (90) John is old.
Mark (91) Mark is older.
David (92) David is the oldest.
+ '-er' + the ... '-est'

big bigger the biggest
+ 'the most' ...

im-por-tant more important the most important
Note: Some adjectives are irregular!
good better the best

bad worse the worst
13 (01) | WHERE IS IT? | EXERCISES
INTRODUCTION
of the course.
VOCABULARY FOCUS (PUBLIC BUILDINGS AND DIRECTIONS)

 Your city
1. Elicit the names of impressive buildings and landmarks of student's city of residence, and note them on
the whiteboard.
2. List the following terms on the whiteboard: it's near...; it's next to...; it's opposite... Elicit what they mean
by using objects within the classroom (e.g. the window is near the door).
3. Student says 5-8 sentences using the list of landmarks and the above terms (e.g. Big Ben is near the
London Eye).
4. Keep all the information on the whiteboard, as it will be used in the speaking exercises.
VOCABULARY FOCUS (EUROPE)

 Capital cities
*The following exercise focuses on European countries. If you are training outside of Europe, you can adapt
this lesson to countries in your region.
1. List the following countries on the whiteboard: Ireland, United Kingdom, Portugal, Sweden, Norway,
Romania, Germany, Turkey, Slovenia, Switzerland, Lithuania, Estonia, Belarus, Morocco, Malta,
Luxembourg, Denmark, Armenia.
2. Write the terms 'founder member' and 'founding member' on the whiteboard. Elicit the meaning of the
terms, and the difference between the two ('founder member' is British English, and 'founding member' is
US English).
3. Elicit which of these countries were founder members of the then European Economic community (Germany
and Luxembourg).
4. Elicit which of these countries are not member states of the European Union (at the time of writing,
Norway, Turkey, Switzerland, Belarus, Morocco, Armenia).
5. Elicit the capital cities of all of these countries (Ireland - Dublin, United Kingdom - London, Portugal - Lisbon,
Sweden - Stockholm, Norway - Oslo, Romania - Bucharest, Germany - Berlin, Turkey - Ankara, Slovenia -
Ljubljana, Switzerland - Bern, Lithuania - Vilnius, Estonia - Tallinn, Belarus - Minsk, Morocco - Rabat, Malta -
Valletta, Luxembourg - Luxembourg, Denmark - Copenhagen, Armenia - Yerevan).
6. Keep all the information on the whiteboard, as it will be used in the speaking exercises.
GRAMMAR (COMPARATIVE AND SUPERLATIVE)

 Comparatives and superlatives
1. Write the following words on the whiteboard: small, wet, safe, pretty, humid, run-down, interesting, liberal,
populous, multi-cultural.
2. Pre-teach the vocabulary, then elicit their comparative and superlative forms, writing them next to the
adjectives.
3. Ask student 'Which is the smallest country?' and 'Which is the smallest city?' In their answers, they
should refer only to those listed on the whiteboard.
4. Continue to do this until all of the adjectives have been used.
5. A lot of the answers will not be factual but based on student’s opinion. Student gives reasons for their
answers (e.g. 'I think London is the most interesting city because of its theaters').
6. Although a lot of the answers are subjective, the following facts may help you: Luxembourg is the smallest of
the countries, and its capital city is also smaller than all others listed; Copenhagen is renowned as one of
Europe's most liberal cities thanks partly to Freetown Christiania; Germany is the most populous country on
the list (over 82 million inhabitants), while London is the most populous city on the list (over 7 million
inhabitants). In addition, Morocco applied to join the EEC in 1987, but was rejected on the grounds that it is
not considered a European country.
THEME FOCUS (GIVING DIRECTIONS)

 Directions
1. List the following phrases on the whiteboard, and elicit their meanings: turn left, turn right, go straight on,
it's on the left-hand side, it's on the right-hand side.
2. Use the list of landmarks from the vocabulary review exercise.
3. Ask student 'How do I get from landmark A to landmark B?'.
4. Repeat this exercise three or four times with different sets of landmarks.
 Welcoming visitors
1. Divide the whiteboard into two halves, headed DOs and DON'Ts. Ask student for some small talk topics
which are DOs and DON'Ts, and list them accordingly (e.g. DO = the weather, DON'T = religion).
2. Elicit a question for each of the listed topics, and write it next to that topic (e.g. How was the weather
when you left this morning?). Student can then use these sentences for the role play, although they
shouldn't be limited to them.
3. Ask student which of the non-members on the whiteboard they think is the likeliest to become a member
of the EU. Circle the name of the country.
4. Explain to students that they will do a role play, in which the student will play himself/herself, and you will play
a politician from that country (gesture to the country circled in Step 3), who is visiting your city. Student's task
is to welcome you, make a little small talk with you and then answer your questions.
5. Act out the conversation. Monitor language usage and provide feedback at the
end. Here are some example questions:
Where is the nearest restroom?
Is there a nice Italian restaurant where we can go this evening? Where is it?
How do we get to the conference room?
Can you tell me how to get to the nearest coffee machine?
What is the best way to get from here to the train station?
Where can I buy international newspapers in this city? How do I get there?
I'm not happy with my hotel - it is very loud. Can you recommend me another one?
I have a free afternoon for sightseeing tomorrow. Where do you think I should go?
WRAP IT UP!
14 (02) | SOMETHING TO EAT? | SUMMARY OF ONLINE CONTENT
FOCUS
Making offers
SAMPLE SENTENCE
‘Would you like some cake?’
VOCABULARY (FOOD AND DRINK)

coffee | cake | pancakes | chips | wine | beer | milk | fries | cheeseburger | steak | mineral water | salad | orange |
bread | potato | bacon | soup | ham | tomatoes
GRAMMAR (COUNTABLE AND UNCOUNTABLE)

Uncountable (cannot count)
wine
water
Countable (can count)

two glasses of wine
five bottles of water
GRAMMAR (A, SOME)

a + countable some + uncountable
a glass of wine some wine
GRAMMAR (SOME, ANY)

Positive
Yes, I have some potatoes.
Yes, I can see some books.
Yes, there is some wine.
Negative
No, I don't have any potatoes.
No, I can't see any books.
No, there isn't any wine.
'Some' is used to offer someone something.

Would you like some tea?
'Any' is used for most other questions.

Do you have any bread?
Have you got any coffee?
GRAMMAR (HOW MUCH, HOW MANY)

Countable
How many cups of tea do you drink?
Uncountable
How much tea do you drink?
GRAMMAR ('MUCH' AND 'MANY')
much + uncountable many + countable
much milk many cups of milk
14 (02) | SOMETHING TO EAT? | EXERCISES
INTRODUCTION
of the course.
VOCABULARY FOCUS (FOOD AND DRINK)

 Meals
1. Draw four columns on the whiteboard, labeled breakfast, lunch, dinner and snacks.
2. Student brainstorms food items and decides which categories they go in.
3. Write the items on the whiteboard in their respective columns.
GRAMMAR FOCUS (SOME, ANY)

 Some/any
1. Choose an item from the whiteboard. Ask student 'Do you have any x at home?' and write the sentence
on the whiteboard.
2. Student answers 'Yes, I have some x' or 'No, I don't have any x.' Write these model sentences on
the whiteboard.
3. Repeat with other items.
GRAMMAR FOCUS (COUNTABLE AND UNCOUNTABLE; HOW MUCH, HOW MANY)

 Quantities
1. Student selects a favorite recipe.
2. Student lists the ingredients to their chosen recipe (with your help).
3. Draw two columns on the whiteboard labeled 'How much' and 'How many.'
4. Write the ingredients in the appropriate column.
5. Ask the student 'How much ?' or 'How many ?' for each ingredient.
6. Fill in the quantities as the student reports them.
 Breakfast
1. Draw on the whiteboard two columns labeled 'British breakfast' and 'Breakfast at [Student's company].'
Student brainstorms food items for each.
2. Draw a second table with two columns labeled 'how much' and 'how many.' Student works to separate these
same food items into the two categories. For every uncountable item, provide a countable version of it (e.g.
2 cups of coffee, 1 bowl of cereal) and add it to the table.
3. Student shares what they have for breakfast. Insist on quantities.
 Shopping
1. Act out a 'Shopping' role play with the student.
Use some of the following shopping terms and phrases.
CUSTOMER:
Good morning!
I would like some , please.
Do you have any ?
Two kilos.
Three cartons.
That's all for me, thank you.
How much does it cost?
SHOPKEEPER:
Good morning! How may I help you?
How much would you like?
How many would you like?
Three euros a kilo.
Would you like anything else?
That'll be nineteen dollars.
WRAP IT UP!
15 (03) | CHINATOWN | SUMMARY OF ONLINE CONTENT
FOCUS
Asking for and giving information
SAMPLE SENTENCE
‘Could you give me a bag for the apples, please?’
VOCABULARY (VEGETABLES AND FRUITS)

tomato | pumpkin | onion | lettuce | mushroom | garlic | potato | cucumber | corn | carrot | apple | strawberry |
grapefruit | grape | cherry | peach | pineapple | watermelon
GRAMMAR (COUNTABLE AND UNCOUNTABLE NOUNS)

Countable nouns have a plural form.
Singular Plural
one dog four dogs
one car six cars
Uncountable nouns have no plural form.

Singular Plural
information -
ice -
milk -
GRAMMAR (‘MUCH' AND 'MANY')

GRAMMAR (A FEW, A LITTLE)

'a few' + plural countable words
I have a few apples.
I've got a few dollars.
'a little' + singular uncountable words

I've got a little money.
There is a little water left.
GRAMMAR (SOME, ANY)

Positive
Yes, I have some potatoes.
Yes, I can see some books.
Yes, there is some wine.
Negative
No, I don't have any potatoes.
No, I can't see any books.
No, there isn't any wine.
SUPPLEMENTARY GRAMMAR (VERBS ENDING IN '-Y')

consonant + '-y' = '-ies'
cry cries
try tries
fly flies
vowel + '-y' = '-ys'

stay stays
say says
enjoy enjoys
SUPPLEMENTARY GRAMMAR (CAN, COULD)

Polite
Can you help me, please?
More polite
Could you help me, please?
15 (03) | CHINATOWN | EXERCISES
INTRODUCTION
of the course.
VOCABULARY FOCUS (VEGETABLES AND FRUITS)

 Fruits and vegetables
1. Draw on the whiteboard two columns, labeled 'fruits' and 'vegetables.'
2. Student brainstorms examples. Write these on the whiteboard.
GRAMMAR FOCUS (VERBS ENDING IN '-Y')

 Verbs ending in 'y'
1. Write on the whiteboard: dry, cry, study, stay, fly, buy, say, enjoy, pay.
2. Ask student what these verbs have in common.
3. Student makes a sentence with one of the words. Write the sentence on the whiteboard and cross the
word out.
4. Continue until all the words have been used.
THEME FOCUS (ASKING FOR AND GIVING INFORMATION)

 Ordering a meal
1. Together with the student, brainstorm the sentences needed to order a meal in a restaurant.
2. Act out a role play ordering a meal. Here’s an
example: Waiter: What would you like?
Customer: Could I have some wine?
Waiter: White or red?
Customer: Red, please. And could I have the house salad?
Waiter: What dressing would you like?
Customer: Russian, please.
Waiter: And what would you like as an entrée?
Customer: I'd like the T-bone steak, please.
Waiter: How would you like it cooked?
Customer: Well done.
Waiter: That comes with a side. Would you like potatoes, corn or green beans?
Customer: Green beans, please.
Waiter: Would you like anything else?
Customer: No, thanks.
 Corner shops versus supermarkets
1. Ask student whether they shop in a corner shop or a supermarket. Draw a pros and cons table (using
the symbols + and -) on the whiteboard and collect one pro and one con about corner stores.
2. Student tells you three pros and three cons of corner stores.
3. Make sure the various factors are covered: price, location, quality, selection, friendliness, etc.
 Office survey
1. Look at the following 'Office survey' questions:
How paper do you use every day in your office?
How e-mails do you write at work every day?
How time do you spend at meetings every week?
How coffee do you drink at work every day?
How colleagues do you have in your office?
How projects are you working on?
How do you like your job?
How vacation time do you get?
How noise is there in your office?
How phone calls do you make from your office?
2. Ask student to fill in the blanks with 'much' or 'many.'
3. Ask each other the questions and discuss.
WRAP IT UP!
16 (04) | HOW DO I GET THERE? | SUMMARY OF ONLINE CONTENT
FOCUS
Asking for and giving directions
SAMPLE SENTENCE
‘How do I get to Main Street?’
VOCABULARY (TRANSPORTATION)
cab, taxi | train | car | ferry | airport, plane | motorcycle | bicycle, bike | subway
VOCABULARY (CITY SIGHTS)

museum | monument | tourist information office | church | theater
16 (04) | HOW DO I GET THERE? | EXERCISES
INTRODUCTION
of the course.
VOCABULARY FOCUS (TRANSPORTATION AND CITY SIGHTS)

 Transportation
1. Write on the whiteboard 'transportation.' Draw a cloud around it and a few radiating lines.
2. Students brainstorm the vocabulary:
taxi | train | car | ferry | airport | plane | motorcycle | bicycle/bike | subway | museum | monument | tourist
information | church | theater
 Pictionary
1. Write 'Pictionary' on the whiteboard, and draw a line between 'pict' and 'ionary.' Ask student what two
words they think this word is made of. (Answer: picture and dictionary.)
2. Select one of the words from the board.
3. Draw a picture of it on the whiteboard. Student guesses the word.
4. If the student guesses correctly, they then choose a word and draw it. Set a time limit of 60-90 seconds.
5. Continue with all of the words on the board.
 Transport words
1. Divide the whiteboard into three columns. At the top of the column on the left, write 'take.' Ask student what
kinds of transportation from the lesson they can 'take.'
2. Elicit answers (a bus, a taxi, a plane, etc.).
3. At the top of the second column, write 'ride.' Ask student what kinds of transportation from the lesson they
can 'ride.'
4. Elicit answers (the subway, a bike, etc.).
5. At the top of third column, write 'drive.' Ask student what kinds of transportation from the lesson they can
'drive.'
6. Elicit answers (a car).
7. Write on the whiteboard 'When I buy groceries, I...' and ask student what kind of transport they use.
8. Repeat with other activities (e.g., go on holiday, go to the park, go to the movies...).
THEME FOCUS (ASKING FOR AND GIVING DIRECTIONS)

 Directions
1. Divide the whiteboard into two columns. At the top of the left column, write 'Asking for directions.' Elicit
language for asking directions, and write it on the whiteboard. Include: 'Excuse me', 'I'm looking for...', 'Can
you tell me how to get to....', 'Do you know where...'
2. At the top of the column on the right, write 'Giving directions.' Elicit language for giving directions, and write
it on the whiteboard. Include: 'First, turn...', 'Go straight at...', 'When you see...', 'You can't miss it!'.
3. Elicit the name of the main street in the student’s city center. Draw a map-like street on the whiteboard with
the name of that street on it. Then elicit the names of side streets, and add them to the map. Finally, ask for
the names of shops, restaurants, and other items of notice (train station, monuments), and add them all to
the whiteboard ‘map.’
4. Student selects a place on the map, and asks you for directions from the train station (or something else)
to that place. You give directions.
5. Switch roles.
6. Student secretly selects a place on the map and gives you directions. You guess the destination.
7. Switch roles.
 Transportation and city sights
1. Tell student that a very important client is coming to visit their company for a three-day weekend. The first
day will be all business, but they need to plan her entertainment for the next two days - Saturday and
Sunday.
2. Draw a two-day plan on the whiteboard, with columns labeled 'Saturday' and 'Sunday' and rows labeled
'morning', 'afternoon' and 'evening' in order to indicate the framework.
3. Student creates the two-day plan.
4. Discuss their ideas.
WRAP IT UP!
17 (05) | STRANGER IN NEW YORK | SUMMARY OF ONLINE CONTENT
FOCUS
Asking for and giving directions
Giving advice
VOCABULARY (CITY)
suburb | urban | rural | downtown | crossroads | street | skyline | building
GRAMMAR (IMPERATIVES)
Positive
Eat your dinner!
Be nice!
Tell me!
Negative
Don't eat too much chocolate!
Don't fight!
Don't go!
GRAMMAR (COMPARATIVES AND SUPERLATIVES)

more = add '-er'
most = add '-est'
Add ‘more’ and 'most' to adjectives with three or more syllables.
diff-i-cult more difficult the most difficult

im-por-tant more important the most important
Some words will change!

big bigger
thin thinner
Change '-y' to '-i' and add ‘-er’ or '-est.'

happy happier happiest
Irregular
forms:
Comparativ Superlati
e ve
much more most
many more most
a lot more most
good better best
bad worse worst
little less least
GRAMMAR (COMPARISONS)
boy = 180 cm father = 180 cm
The boy is as tall as his father.

The boy is taller than his father.
17 (05) | STRANGER IN NEW YORK | EXERCISES
INTRODUCTION
of the course.
THEME FOCUS (GIVING ADVICE)

 Advice
1. Tell student you are a visitor at their company and you want to see his/her home town / capital city.
2. Ask student to give you some advice using the following
phrases: Go to...
Don't go to...
Eat...
Buy...
Drink...
Stay at the...
GRAMMAR FOCUS (COMPARATIVES AND SUPERLATIVES)

 Comparing cities
1. Ask student to name three cities they have visited and describe them to you.
2. Ask student to compare the three cities.
Provide the student with adjectives if he/she gets stuck.
GRAMMAR FOCUS (IMPERATIVES)

 Giving directions
1. Ask student to give you directions to the company canteen.
2. If student doesn't use imperative forms, introduce
them: Turn left!
Turn right!
Go straight on!
 Negative imperatives
1. Draw a ‘no smoking’ sign on the whiteboard.
2. Ask the student what the signing is telling you to do/not do. Elicit: Don’t smoke!
3. Ask student to think of other signs that tell you what to do/not to do!
For example:
Don't touch!
Don't talk. Be quiet!
Don't walk.
WRAP IT UP!
18 (06) | SHORT WORDS | SUMMARY OF ONLINE CONTENT
FOCUS
Expressing position
SAMPLE SENTENCE
‘They’re already on the table.’
GRAMMAR (CONJUNCTIONS)
I like chocolate. I like cake.
I like chocolate and cake.
I don't speak French. I don't speak German.

I don't speak French or German.
He is in love. He doesn't want to marry.

He is in love, but he doesn't want to marry.
I like music. I listen to the radio.

I listen to the radio because I like music.
GRAMMAR (PREPOSITIONS OF PLACE)

The glass is on the table.
The cat is under the table.
The chair is next to the table.
GRAMMAR (PREPOSITIONS OF TIME)

'at' = part or time of day
at 4 o'clock
at lunchtime
at midnight
at sunset
'in' = longer period of time

in January
in winter
in 2009
in the 21st century
in the Middle Ages
'on' = days and dates

on Tuesday
on January 19th
on Christmas Day
on my birthday
SUPPLEMENTARY GRAMMAR (TO)

'To' shows movement.
I'm going to the cinema.

They are driving to the airport.
We go to that shopping center every week.
SUPPLEMENTARY GRAMMAR (ON)
'On' describes 'where' something is. 'On' is generally used for vertical and horizontal surfaces.
The picture is on the wall.

The notice is on the door.
The cup is on the table.
The keys are on the ground.
SUPPLEMENTARY GRAMMAR (IN)

'In' is used for an area with clear limits, boundaries or borders.
a room in the kitchen

a building in the hospital
a city in Dublin
a country in Ireland
a continent in Europe
SUPPLEMENTARY GRAMMAR (AT)

'At' is used for locations of group activity or for places visualized as a single point.
at the concert
at the party
at the football game
at home in Dublin
at the station in Paris
at the bus stop in New York
at the end of the street
SUPPLEMENTARY GRAMMAR (BY, ON)

'on' - 'where?'
He's on a plane to Chicago.
She's on a ship.
They are sleeping on the train.
Look at the children on the bus!
'by' - 'how?'
He goes to work by car.
They usually travel by train.
18 (06) | SHORT WORDS | EXERCISES
INTRODUCTION
of the course.
GRAMMAR FOCUS (CONJUNCTIONS)

 Conjunctions
1. Write the following conjunctions on the whiteboard: or so but because since
2. Write the following two sentences on the whiteboard and invite the student to suggest a conjunction to
link them and form one sentence.
Example: He likes Chinese restaurants. She likes Italian restaurants.
Answer: He likes Chinese restaurants and/but she likes Italian restaurants.
3. Get the student to choose a conjunction to join the sentences below.
A: We can have a pizza. B: We can have
spaghetti. A: London is a big city. B: Tokyo is a
bigger city.
A: John’s hotel room is clean. B: Sue’s hotel room is dirty.
A: I don’t have any milk. B: I must go shopping.
A: Should I go home early? B: Should I go home late?
A: I have a big kitchen B: I like cooking.
A: She often goes by car. B: She likes driving.
GRAMMAR FOCUS (PREPOSITIONS)

 Write a story!
1. Write the following words on the whiteboard:
Italian | clean | dirty | hotel room | prefer | turn right | turn left | fly | by car | by plane | sleep | in September | on
| Monday | in the morning | on Christmas Day | at midnight | on the counter | on the table | in Paris | at the
party | airport | at church
2. Student tells a short story using the terms. Students must use as many of the terms as possible.
GRAMMAR FOCUS (IN, AT, ON, BY)

 Twelve questions
1. Write the following prepositions on the whiteboard: in, at, on, by
2. Student suggests nouns which collocate with them.
Examples:
In January, at 5 o’clock, on Monday
In Germany, at the corner, on the table
By car, on foot
3. Ask questions to get the student using the prepositions, for example:
What time do you get up?
When do you usually go on vacation?
When is Christmas Day?
What do you do on Saturdays?
Where is the nearest post office?
Where is the nearest bank?
What do you do on your birthday?
Where is your textbook?
Where do you usually find cups and plates?
Where are Sweden and Hungary?
How do you come to work?
If you walk home, then you go
a) by leg b) by road c) by foot d) by the way
GRAMMAR FOCUS (ON, UNDER, IN FRONT OF, BETWEEN, IN, AT)

 The office
1. Write the following prepositions on the whiteboard: on, under, in front of, between, in, at.
2. Ask various questions about things in the room to elicit these prepositions. Example: Where is my bag?
Under the table.
3. Student describes his/her office using the prepositions. Ask and encourage further questions.
Examples: Where is the coffee machine? On the sink. Where is the printer? In front of my desk.
 My street
1. Student describes his/her street to you. You draws what is described.
2. At the end, student checks your work.
3. Switch roles and repeat.
WRAP IT UP!
19 (07) | HOT DOG STAND | SUMMARY OF ONLINE CONTENT
FOCUS
Ordering food
Expressing likes
Making requests
SAMPLE SENTENCE
‘Can you tell him where it is?’
VOCABULARY (FOOD)
hot dog | pretzel | snack | bun | ketchup | mustard | relish | soda




GRAMMAR (OBJECT PRONOUNS)

Subject Object
I me
you you
he/she/it him/her
we us
you you
they them
I like him. He's very funny.

He gave some flowers to her.
19 (07) | HOT DOG STAND | EXERCISES
INTRODUCTION
of the course.
VOCABULARY FOCUS (FOOD)

 Hot dogs
1. Write the following vocabulary on the whiteboard: hot dog, pretzel, snack, bun, ketchup, mustard,
relish, soda.
2. Describe how you like your hot dog (e.g. with mustard and relish).
3. Student describes how they like their hot dogs.

 Prepositions
(Note: This is a review) Take a notebook and put it on the floor. Ask 'Where is the notebook?' Elicit 'on the
floor.'
1. Repeat to elicit 'on', 'between', 'behind', 'under', 'in front of.'
2. Drill until the students are comfortable with the prepositions.
GRAMMAR FOCUS (OBJECT PRONOUNS)

 Expressing likes Part 1
1. Write on the whiteboard: 'I like', 'I don't mind' and 'I don't like'. Give a few personal examples for
each category.
2. Student tells you three examples for each category. Insist on full sentences, e.g. 'I like oranges.'
3. Say, 'I like [basketball]. I like IT.' Write the model on the whiteboard, and drill it by asking student 'Do you like
x?' using different sports.
4. Say 'I like [Obama]. I like HIM.' Write the model on the whiteboard, and drill it by asking student 'Do you
like x?' using male celebrities.
5. Say 'I like [Heidi Klum]. I like HER.' Write the model on the whiteboard, and drill it by asking student 'Do you
like x?' using female celebrities.
6. Say 'I like [Coldplay]. I like THEM.' Write the model on the whiteboard, and drill it by asking student 'Do
you like x?' using rock groups.
7. Once the student is comfortable, drill more openly, varying the pronouns.
THEME FOCUS (MAKING REQUESTS)

 Requests at work
1. Briefly review 'I would like...' and 'Could you ... please?'
2. Student brainstorms things they might ask their boss. Write their ideas on the whiteboard. Examples: for a
raise, for time off, to leave early, for someone's phone number...
3. Student brainstorms things they might ask their assistant. Write their ideas on the whiteboard. Examples:
for a report, to make a phone call, to write an e-mail, to stay late, to work on the weekend, to make coffee...
4. Student is the boss and you are the assistant.
5. Act out the role play and make requests.
6. Switch roles.
THEME FOCUS (ORDERING FOOD)

 Eating out
1. Make two columns on the whiteboard, labeled 'customer' and 'waiter.'
2. Student brainstorms phrases used when ordering a meal. Write their ideas on the whiteboard.
Examples: 'Can I have ...?', 'I would like', 'How would you like that cooked?', 'What would you like to
drink?', 'Yes, of course.', 'Here you are.', 'Sorry, we don't have any ...', 'Would you like something else
instead?'
3. Act out a role play of ordering meals.
WRAP IT UP!
20 (08) | WHOSE IS IT? | SUMMARY OF ONLINE CONTENT
FOCUS
SAMPLE SENTENCE
‘That’s my book.’
GRAMMAR (THIS, THAT)

Singular Plural
this these
that those
This book here is new. That book there is old.

These books here are new. Those books there are old.
GRAMMAR (OBJECT PRONOUNS)

I want James to help me.
You want James to help you.
We want James to help us.
They want James to help them.
He wants James to help him.
She wants James to help her.
GRAMMAR (US, OUR, OURS)

I me my mi
ne
you you you yo
r urs
he him his his
she her her her
s
we us our our
s
you you you yo
r urs
the the thei the
y m r irs
20 (08) | WHOSE IS IT? | EXERCISES
INTRODUCTION
of the course.
THEME FOCUS (EXPRESSING POSSESSION)

 Pronouns
1. Remind the student of the subject, object and possessive pronouns by putting 'I me my mine' on
the whiteboard.
2. Write the following sentence on the whiteboard:
It's (Jim's) hat. (Sue) is putting (Jim's) hat on the table. It's (Jim's).
3. Student replaces 'Jim', 'Sue' and 'Jim's' with pronouns. (It's his hat. She is putting his hat on the table.
It's his.)
4. Repeat with the following sentences:
a. (Jim and Sue) have a house.
b. (The house) is by the sea.
c. (The house) is (Jim and Sue's) house.
d. (The house) is (Jim and Sue's).
e. 'Hi Jim, does this book belong to you? Is (this book) your book?' 'Yes, it's (....)’
f. 'My car is silver. What color is your car?' '(My car) is black.’
g. (Jim and I) have a cat. Its name is Floppy. Floppy is (....)
h. Can you open (the door) for (Jim)?
i. Call (Sue) back tomorrow.
j. Tell (Jim and me) your name.
Answers:
a. 1. They have a house.
b. 2. It is by the sea.
c. 3. It is their house.
d. 4. It is theirs.
e. 5. 'Hi Jim, does this book belong to you? Is it your book?' ‘Yes it's mine.’
f. 6. 'My car is silver. What color is your car?' ‘Mine is black.’
g. 7. We have a cat. Its name is Floppy. Floppy is ours.
h. 8. Can you open it for him?
i. 9. Call her back tomorrow.
j. 10. Tell us your name.
 Demonstrative pronouns
1. Write on the whiteboard: This that these those
2. Pick up a pen and ask 'What's this?' Elicit 'That's a pen.'
3. Repeat with other items around the room. Ask and elicit all four demonstratives. If applicable, explain the rule
that something near you is 'this' and something farther away from you is 'that.'
Examples:
What are those? These are notebooks.
What is that? That's a window.
GRAMMAR FOCUS (PRONOUNS)

 Five things
1. Student lists five things they own.
2. Student tells you about these things. Example: My car is an Audi. It's blue and it drives well.
3. Student talks about five things that belong to their friend/colleague/partner. Insist on 'his/her'.
 Object pronouns
1. Student brainstorms male and female singers, and music groups. Write their suggestions on the whiteboard.
2. Ask 'Do you like [the Beatles]?' and insist on an answer with an object pronoun (him, her or them).
3. Follow up by asking about others' opinions. For example: Does your husband/wife like [Coldplay]? Yes,
he/she likes them.
WRAP IT UP!
21 (09) | A BIT OF EVERYTHING | SUMMARY OF ONLINE CONTENT
FOCUS
Review
GRAMMAR (PLURAL FORMS)

Singular Plural
daughter daughters
Consonant + '-y' '-ies'

family families
city cities
Vowel + ‘-y’ ‘-s’

day days
GRAMMAR (COMPARISONS)
The boy is as tall as his father.

The boy is taller than his father.
GRAMMAR (COMPARATIVES AND SUPERLATIVES)

more = add '-er'
most = add '-est'



GRAMMAR ('SOME' AND 'ANY')

yes = some no, questions = any
Do you have any paper?

Yes, I have some paper.
No, I don't have any paper.
GRAMMAR ('MUCH' AND 'MANY')

GRAMMAR ('A FEW' AND 'A LITTLE')

'a few' + plural countable words
I have a few apples.
I've got a few dollars.
'a little' + singular uncountable words
I've got a little money.
There is a little water left.
GRAMMAR (IMPERATIVES)
Positive
Eat your dinner!
Be nice!
Tell me!
Negative
Don't eat too much chocolate!
Don't fight!
Don't go!

21 (09) | A BIT OF EVERYTHING | EXERCISES
INTRODUCTION
of the course.
VOCABULARY FOCUS (DAILY DUTIES)

 At work
1. Ask student to describe the daily duties he/she has to do.
GRAMMAR FOCUS (COMPARISONS)

 Comparisons
1. Student brainstorms adjectives to describe things at work. Write them on the whiteboard.
2. Give an example of a comparison: My office is bigger than my team leader's office.
Get the student to make comparisons with the words on the board using simple sentences.
GRAMMAR FOCUS (IMPERATIVES)

 Imperatives
1. Ask student to think of some prohibition signs. What do they look like?
2. Tell student to use the imperative form to describe what the signs mean. For
example: Don't eat!
Don't drink!
Don't smoke!
Don't talk on the phone!
Don't take photos!
3. Ask the student to turn the whole exercise around and to create polite sentences for the things that are not
allowed. For example:
Please do not smoke. / Would you please not smoke.
4. Explain to the student that we use the imperative form to directly tell someone to do a job or activity,
usually in a strong way. We can give instructions, suggestions, orders, warnings or directions.
5. Ask the student to think of some situations at work where he/she could give work instructions and form an
imperative.
Example: Work faster!
WRAP IT UP!
22 (10) | IN THE OFFICE | SUMMARY OF ONLINE CONTENT
FOCUS
Talking about work
SAMPLE SENTENCE
‘What do you do?’
VOCABULARY (WORK)
doctor | secretary | cashier | waiter | housewife | teacher | manager | greet visitors | make appointments | make
coffee | make telephone calls | read / write e-mails | read / write letters
GRAMMAR (FOR, IN, AT)

in She lives in Asia.
He is walking in the forest.
at Can we meet at the movies?

Let's meet at the office.
for She works for Microsoft.

They work for Apple.
22 (10) | IN THE OFFICE | EXERCISES
INTRODUCTION
of the course.
VOCABULARY FOCUS (WORK)

 Work
1. Write the following words on the whiteboard: doctor, secretary, cashier, waiter, housewife, teacher, manager.
2. The student chooses one and describes it to you.
3. When you have guessed the word correctly, switch roles and repeat.
 Work part 2
1. List the following vocabulary on the whiteboard: greet visitors, make appointments, make coffee,
make telephone calls, read/write e-mails, read/write letters.
2. Student describes his or her typical day at work, using the listed vocabulary.
 Work part 3
1. Use the following words again: doctor, secretary, cashier, waiter, housewife, teacher, manager.
2. Choose one of the jobs on this list. Say 'I would MOST like to be a [cashier] because...' and give
some reasons. Write down key phrases on the whiteboard (e.g., flexible hours, easy work).
3. Ask student which job (from the list on the whiteboard) they would most like to have and why.
4. Choose one of the jobs on this list. Say 'I would LEAST like to be a [manager] because...' and give
some reasons. Write down key phrases on the whiteboard (e.g., stress, high responsibility, long hours).
5. Ask student which job (from the list on the whiteboard) they would least like to have and why.
GRAMMAR FOCUS (PREPOSITIONS)

 Prepositions of place
1. Write the following prepositions on the whiteboard: in, in front of, behind, between, beneath, next to,
under, on, beside, above.
2. Draw two tables on the whiteboard.
3. Draw an airplane beneath one of the tables. Ask 'Where is the airplane?' and elicit 'Beneath the table.'
4. Erase the airplane and draw it somewhere else. Continue drilling until the student is comfortable with the
prepositions.
5. Tell the student you are thinking of an object in the room, but don't tell the student what it is.
6. Using the prepositions on the whiteboard, student asks yes/no questions until they guess the object (e.g. 'Is
it next to the window?', 'Is it in front of the whiteboard?').
7. The student is next to choose an object.
 Prepositions of place
1. Tell student that they are in charge of organizing a new office.
Unfortunately, it’s a bit complicated! Some people work well together, but others don’t. The student needs to
create a seating plan that will make everyone happy.
Staff: Celine, Franco, Jane, Mike, Dahlia, Russell, Linda, Maria, Albert.
Celine doesn’t like sitting at the front of the room or the back of the room.
Franco works well with Jane and Mike.
Dahlia is best friends with Maria.
Maria likes to sit near a window.
Celine is working on a project with Dahlia.
Russell doesn’t like to sit near the window.
Linda cannot sit next to Jane, Maria, or Mike or she will argue with them all day.
Franco likes to sit near the door so he can take quick cigarette breaks.
Celine and Mike don’t like each other.
Albert likes fresh air.
Albert is Jane’s brother-in-law. They don’t get along.
Russell prefers to sit in the corner.
2. Students works to solve the activity.
3. Encourage follow-up questions using prepositions of place.
WRAP IT UP!
23 (11) | CAN YOU TYPE? | SUMMARY OF ONLINE CONTENT
FOCUS
Expressing abilities
SAMPLE SENTENCE
‘She can type 60 words a minute.’
VOCABULARY (JOB HUNTING AND SKILLS)

apply | type | current | experience | full-time | foreign language | office supplies | immediately | pencil | pen |
income | ambitious | sales team | enthusiastic | self-motivated | good pay | bonus
VOCABULARY (ABBREVIATED FORMS OF ADDRESS)

Mr = man (mister)
Mrs = married woman
(madame)
Mis = not married
s
Ms = married/not married
GRAMMAR (SOME, ANY)

yes = some no, questions = any
Do you have any paper?

Yes, I have some paper.
No, I don't have any paper.
23 (11) | CAN YOU TYPE? | EXERCISES
INTRODUCTION
of the course.
VOCABULARY FOCUS (JOB HUNTING AND SKILLS)

 Job vocabulary
1. Divide the whiteboard into two sections (Sections A and B). Write the following phrases in the Section A: 'to
apply', 'to be on', 'to speak', 'to have', 'to work', 'to order.' Write the following phrases in the Section B:
'foreign languages', 'office supplies', 'for a job', 'experience', 'sales team', 'full time.'
2. The student works to match the phrases from the two lists. The correct answers: 'to apply for a job', 'to be on
the sales team', 'to speak foreign languages', 'to work full time', 'to have experience', 'to order office
supplies.'
3. Follow up by asking questions based on the matched phrases, e.g. 'When do you apply for a job?', 'At
your company, which team do you work for?', 'What foreign languages do you speak?', 'Do you work full
time or part time?', 'How many years' experience do you have?'
VOCABULARY FOCUS (OFFICE)

 Office vocabulary
1. Write 'office supplies' on the whiteboard. Draw a cloud around it and some radiating lines.
2. Student brainstorms office supplies. Write their ideas on the whiteboard. Include: pen, pencil, pencil
sharpener, rubber/eraser, stapler, staples, hole punch, ruler, glue stick, paper clips, scotch tape,
scissors.
3. Bring in a variety of office supplies to the Classroom training. (If you don't have them, you can draw
them instead.) Ask the student what each of them are.
4. Choose one of the objects at random (for example, the ruler) and ask 'Is this a ruler?' Elicit 'Yes, it's a
ruler.' Choose another object (for example, the stapler) and ask: 'Is this a hole punch?' Elicit 'No, it's a
stapler.'
5. Leave the words on the whiteboard for the next exercise.
GRAMMAR FOCUS (SOME, ANY)

 Office supplies
1. Elicit the rules as to when to use 'some' or 'any' and sketch them on the whiteboard. ('some' is used before
plural general nouns and uncountable nouns in positive sentences; 'any' is used in negative statements and
questions)
2. Ask questions, using 'any.' For example, ask 'Are there any mirrors in the room?' and elicit an answer with
some/any ('Yes, there are some mirrors' or 'No, there aren't any mirrors'). Write the model sentences on the
whiteboard.
3. Using the office supplies words on the board, ask student questions about their office using 'some' or 'any.'
For example: 'Are there any staples in your office' - 'Yes, there are some staples in my office.'/ 'No, there
aren't any staples in my office.'
THEME FOCUS (EXPRESSING ABILITIES)
 Abilities
1. Write 'Can you type?' on the whiteboard, and ask a student the question. Insist on a full answer ('Yes, I
can type', 'No, I can't type') and write the models on the whiteboard.
2. Ask more 'can' questions, such as: 'Can you write emails in English?’, 'Can you make coffee?', 'Can you use
the computer?', and ‘Can you speak foreign languages?'
3. Get student to think of seven 'can' questions.
4. Student interviews you with the questions. Monitor their language usage.
 Interview
1. Student tells about the last time he/she attended a job interview. Ask if he/she got the job.
2. Brainstorm questions and answers used in an interview, for
example: When can you start?
Can you use a computer?
Can you start immediately?
Can you offer me good pay?
Do you have experience?
Can you speak foreign languages?
Tell me about yourself.
Do you pay a bonus?
Can you work full-time?
3. The student brainstorms job positions. Elicit or provide at least three job positions (e.g. secretary, IT
specialist, seller, and engineer).
4. Student chooses a job position for which they’d like to be interviewed. Act out an interview!
5. Switch roles and let the student interview you!
WRAP IT UP!
24 (12) | ON THE PHONE | SUMMARY OF ONLINE CONTENT
FOCUS
Speaking on the phone
SAMPLE SENTENCE
‘Hello, is Mary there?’
VOCABULARY (PHONE NUMBERS)

Country Area code Telephone number
01 212 759-3000 (USA)
0049 89 3458 8999 (Germany)
0033 11 321 32 22 (France)
0027 21 876-12-21 (South
Africa)
GRAMMAR (ANYTHING, SOMETHING, NOTHING)

For people
Is anyone/anybody here?
Yes, someone/somebody is here.
No, no one/nobody is here.
For things
Do you have something to eat?
Yes, I have something to eat.
No, I don't have anything to eat.
24 (12) | ON THE PHONE | EXERCISES
INTRODUCTION
of the course.
GRAMMAR FOCUS (ANYTHING, SOMETHING, NOTHING)

 Somebody, anybody!
1. Briefly review of the uses of ‘somebody’, ‘someone’, ‘something’ and ‘anybody’, ‘anyone’, ‘anything’: We
use ‘somebody’, ‘someone’, ‘something’ in positive sentences and ‘anybody’, ‘anyone’, ‘anything’ in
negative sentences and questions.
2. Student brainstorms items found in a reception area: computer, reception desk, coffee table, elevator etc.
Write their ideas on the whiteboard.
3. Student imagines they are standing in the reception area of their company. Ask student questions about what
they can see in the reception area, using ‘anybody’, ‘anyone’, ‘anything’ and they respond with either the
positive ‘somebody’, ‘someone’, ‘something’ or the negative ‘anybody’, ‘anyone’, ‘anything’.
Examples:
Is there anyone at the desk?
No, there isn’t anyone at the desk.
Yes, there is someone at the desk.
Is there anything in his hand?
4. Switch role and student then asks you about his/her reception.
VOCABULARY FOCUS (OFFICE WORDS)

 Office words
1. Write the following ‘office words’ on the whiteboard:
appointment | contact person | seat | public | phone | office | letter | desk | employee | meeting | boss | visitor
2. Choose word and define it without using the word.
3. Student guesses the word. The student is next to choose a word.
THEME FOCUS (SPEAKING ON THE PHONE)

 Entertain a visitor
1. Student is the receptionist at a company and a visitor comes to see the Sales Manager, who is not currently
there.
2. Role play a dialogue.
 Business call
1. Student brainstorms telephoning vocabulary. Write their ideas on the whiteboard. Elicit or provide
the following on the whiteboard:
I’d like to speak to …
Is (name) there …
Is that (name)?
This is (name).
One moment, please.
2. Student is a secretary at their company. Someone calls for their boss, who is currently not there. They
must take a message.
3. Role play the phone conversation.
4. Switch roles.
 Personal call
1. Student brainstorms vocabulary for a personal telephone call, for example to arrange to go out with a friend.
Write their ideas on the whiteboard.
2. Role play the phone conversation.
WRAP IT UP!

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Speexx 1:1 (Class)

Speexx 1:1 Training (Class) Template

VOCABULARY (GREETINGS AND FAREWELL PHRASES)

Good morning 07:00-12:00

GRAMMAR (SHORT FORMS)

I'm Mark. I am Mark.

VOCABULARY FOCUS (GREETINGS)

3. Good morning 07:00-12:00

THEME FOCUS (INTRODUCTIONS)

4. Show the flags and elicit the names with TIC-TAC-TOE

5. She’s Spanish. 2 They’re British. 3 They’re Russian.

 Let’s add this to the presentation

10. WB write two sentences of introductions

11. Underline nouns and then pronouns

Check the time!

VOCABULARY (TELEPHONE NUMBERS)

London: (020) 8409-7601

Sarah, Dennis, Maria

GRAMMAR (SHORT FORMS)

THEME FOCUS (THE ALPHABET AND NUMBERS)

VOCABULARY FOCUS (MISCELLANEOUS)

Homework practice introductions at home

GRAMMAR (INDEFINITE ARTICLE)

GRAMMAR (THE PRESENT TENSE OF 'BE')

GRAMMAR (QUESTIONS WITH 'BE')

Is he American? Is he ... ?, Is she ...?

GRAMMAR (PERSONAL PRONOUNS)

VOCABULARY FOCUS (JOBS)

VOCABULARY FOCUS (NATIONALITIES)

GRAMMAR FOCUS (INDEFINITE ARTICLE)

GRAMMAR FOCUS (QUESTIONS WITH 'BE')

THEME FOCUS (INTRODUCING OTHERS)

VOCABULARY (FOOD AND DRINK)

GRAMMAR (DO, DOES)

Does he/she/it like jam?

GRAMMAR (DON'T, DOESN'T)

I don't like tea. I do not like tea.

He doesn't like tea. He does not like tea.

It doesn't like tea. It does not like tea.

GRAMMAR (I LIKE, HE LIKES)

GRAMMAR (LIKE, PREFER, FAVORITE)

He/she/it has ... does not have...

VOCABULARY FOCUS (FOOD AND DRINK)

GRAMMAR FOCUS (I LIKE, HE LIKES + PREFER, FAVORITE)

GRAMMAR FOCUS (DO, DOES, DON'T, DOESN'T)

VOCABULARY (QUESTION WORDS)

GRAMMAR (THE PRESENT SIMPLE)

GRAMMAR (THE VERB ‘DO’)

Does she/he eat fish?

GRAMMAR (QUESTIONS WITH 'DO')

GRAMMAR (QUESTION WORDS)

VOCABULARY FOCUS (QUESTION WORDS)

GRAMMAR FOCUS (QUESTIONS WITH 'DO')

GRAMMAR (LIVE, LIVES)

GRAMMAR (THERE IS, THERE ARE)

Are there apples?

GRAMMAR (THERE'S, THERE ISN'T)

VOCABULARY FOCUS (OPPOSITES)

VOCABULARY FOCUS (HOUSES)

GRAMMAR FOCUS (THERE IS, THERE ARE)

THEME FOCUS (HOUSES)

GRAMMAR (THE VERB 'HAVE')

GRAMMAR (SHORT FORMS)