UNIT FORMAT FOR A

WEEK OF CLASSES FOR

INTENSIVE
INTERMEDIATE I
STUDENTS
English Language Department
MEd. Juan Francisco Hidalgo Sandoval

2016

UES, FMOcc.
UNIVERSITY OF EL SALVADOR
WESTERN MULTIDISCIPLINARY CAMPUS
FOREIGN LANGUAGE DEPARTMENT
INTENSIVE INTERMEDIATE ENGLISH I
SEMESTER II-2016

UNIT 1 FORMAT: TRENDING

TARGET STRUCTURE: PRESENT SIMPLE VS. PRESENT PROGRESSIVE,
STATIVE VERBS, REVIEW OF PAST SIMPLE, PREPOSITIONS OF TIME,
AND THE VERB USED TO
TARGET CONTENT: DISTINGUISHING BETWEEN PERMANENT AND
TEMPORARY SITUATIONS, MAKING PLANS AND FUTURE
ARRANGEMENTS, TALKING ABOUT THE PRESENT AND PAST AND PAST
HABITS AND EVENTS, USING A MIND MAP TO COME UP WITH AND
ORGANIZE IDEAS
BY
MEd.JUAN FRANCISCO HIDALGO SANDOVAL

General Objective:

At the end of this lesson SWBAT: effectively use the Present vs. Present
Progressive, Stative Verbs, Past Simple, Prepositions of Time, and the verb used
to.

Specific Objectives:

By developing integrated-skill tasks SWBAT:

Distinguish between permanent and temporary situations.

Make plans and future arrangements.
Talk about the present and past.
Distinguish between words easily confused.
Talk about past habits and events.
Describe clothes and talk about fashion.
Express likes/dislikes.
Use linking words (and, but, so, because, or)
Make a mind up to come up with and organize ideas.

Materials: Markers, LCD projector, board, erasers, computer, speakers,

tape recorder, CD, CD player, appendixes, photocopies, etc.

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I. LEAD-IN ACTIVITY (10 minutes)

Shu-shu
Ask a student to stand up in front of the class.
Tell everyone that for the next 60 seconds they can ask him/her questions,
but he/she will not speak, only listen.
At the end of the minute, the student can answer any of the questions he
wants to
Then, ask another student to stand up to be questioned.
Play one or two rounds more

II. PRESENTATION (30 MINUTES)

PRE-WATCHING (5 minutes)

Post this question on the board: What is trending at the moment?

Then, have each student tell about it and share his or her answer.

DURING WATCHING (20 minutes)

Have students in pairs and tell them to get prepared to watch a video
about fashion
Play the video two or three times according to students needs
https://www.youtube.com/watch?v=P031PwaZum4
Then, have Students write all the information they can about the video
Later, ask some pairs about it.

POST- WATCHING (5 minutes)

Now that students know about trending, have them write a ten-lined
paragraph.
Then, orally, check students work.

Book Time: page 7 (15minutes)

III. GRAMMAR NOTES (60 minutes) (Appendix 1)

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 Simple Present Vs. Present Progressive/ Continuous
1. Use

Simple Present Present Progressive/Continuous

repeated actions

fixed arrangements, actions happening at the moment of

scheduled events (e.g. speaking or around the moment of
timetable) speaking

sequence of actions in the fixed plan in the near future

present (first - then, after
temporary actions trends
that)
repeated actions which are irritating to
instructions
the speaker (with always, constantly,
things in general forever)

after special verbs

2. Signal words

Simple Present Present Progressive/Continuous

always

often

usually
now
sometimes
at the moment
seldom
Look!
never
Listen!
every day

every week

every year

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Simple Present Present Progressive/Continuous

on Mondays

3. Form

Present
Simple Present
Progressive/Continuous

infinitive 3rd person singular (he, she, to be (am, are, is)

it): infinitive + -s + infinitive + -ing

4. Examples

4.1. Affirmative sentences

Simple Present Present Progressive

I play football. I am playing football.

You play football. You are playing football.

He plays football. He is playing football.

4.2. Negative sentences

Simple Present Present Progressive

I do not play football. I am not playing football.

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Simple Present Present Progressive

You do not play football. You are not playing football.

He does not play football. He is not playing football.

4.3. Questions

Simple Present Present Progressive

Do I play football? Am I playing football?

Do you play football? Are you playing football?

Does he play football? Is he playing football?

5. Spelling

Simple Present Present Progressive/Continuous

watches (-es aftersibilant) sitting (Double the consonant

after a short vowel.)
goes (-es after -o)
writing (Dropthe -e.)
hurries (Change -y to -ie after
consonant) lying (Change -ie to -y.)

STATIVE AND DYNAMIC / ACTION VERBS

Stative verbs have undefined duration. They denote states rather than actions.
Examples of statives are:
want, know, have (when it means possession), think (when it means opinion),
like, love, hate, need, prefer, agree, sound, hear disagree, wish, look (when it
mean seem), smell, seem, include...

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You cannot say: But you must say:
I am knowing the truth. I know the truth.
I am liking pizza. I like pizza.
It is sounding like a great idea. It sounds like a great idea.
Dynamic verbs
As opposed to a stative verb, a dynamic (or action) verb shows continued or
progressive action on the part of the subject.
Examples of dynamic verbs (dynamic verbs) are:
act, build, complete, design, develop, draw, fix, gather, handle, head, help,
improve, interview, introduce, justify, listen, lead, measure, narrate, negotiate,
orchestrate, originate, outline, perform, persuade, predict, regulate, record, save,
show, study, target, transform, travel, treat, uncoer, unveil, use, validate, value,
visualize, widen, write, zap, zoom...
These verbs can be used both in the simple and continuous forms.
Look at her! She is acting foolishly.
OR
She acts as a teacher in this movie.
The company is targeting young customers with this new product.
OR
We targeted a new market with that product.
DYNAMIC AND STATIVE
Some verbs can be both action verbs and dynamic verbs depending on their
meaning:
1. Be
be = it is usually used as a stative verb - stative
He's an excellent guitarist.
be = when it means behave or act, it can be used as a an action verb in the
continuous form. - dynamic
You are being silly.
2. Think
think = to express an opinion, to believe - stative
I think it's a fantastic idea.

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 think = consider, to reason about or reflect on, ponder, to have or formulate in the
mind - dynamic
I am thinking about my friend
3. Have
have = to possess, to own - stative
He has a beautiful car
have = when it doesn't mean own or possess - dynamic
He's having lunch.
4. See
see = to perceive with the eye, to understand - stative
I see what you mean.
see = to meet, to be in the company of, to escort, to attend - dynamic
He's been seeing the same woman for eight years.

Use of state verbs

Not every verb can be used in a progressive form. We do not use verbs which
express situations in these forms. But we often use verbs which express actions
(dynamic verbs) in progressive forms.

The following verbs are not normally used in progressive forms:

agree
be
like prefer
hate promise
hear realize
imagine remember
know see.
need
Sometimes verbs can be used in progressive forms when they have certain
meanings. In other meanings it is not possible to use them in progressive forms.
Watch the following examples:

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Verb Simple forms Progressive forms

feel (to have an

I feel I should go on holiday. ---
opinion)

How do you feel when you are

feel (to feel sth.) How are you feeling today?
on holiday?

have (to possess) I have a new computer. ---

have (to eat) I always have a cola for lunch. I am having dinner right now.

see (tounderstand) Oh, I see. ---

see (to meet

I often see Mandy at the disco. I am seeing Peter tonight.
someone)

I think you should see a

think (to believe) ---
doctor.

think (to think I am thinking about my girlfriend

I have to think about it.
about) now.

USED TO

We use 'used to' for something that happened regularly in the past but no longer
happens.

I used to smoke a packet a day but I stopped two years ago.

Ben used to travel a lot in his job but now, since his promotion, he doesn't.

I used to drive to work but now I take the bus.

We also use it for something that was true but no longer is.

There used to be a cinema in the town but now there isn't.

She used to have really long hair but she's had it all cut off.

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 I didn't use to like him but now I do.

http://www.englisch-
hilfen.de/en/grammar/simple_present_progressive_contrasted.htm

http://www.englisch-hilfen.de/en/grammar/state_dynamic_verbs.htm

http://www.englishgrammarsecrets.com/usedto/menu.php

Book Time: page 9 (30 minutes)

IV. CONTROLLED PRACTICE SECTION

1. Book Time: page 8 (30 minutes)

2. Listening Activity (25 minutes) (Appendix 2 )

Pre listening Activity:

Have students discuss the following questions to introduce the song.

Are you in love with someone?

How does it feel like?
Can you imagine your life without that person?

During listening Activity

Cut out the lyrics of the song All of me by John Legend
To split the class into groups of seven, have students play Rainbow
How to play:

Write the colors of the rainbow on the board (ask students if they can list
them - red, orange, yellow, green, blue, like blue, and purple).
Assign each student a color, starting with the color red. Continue around
the class until everyone has an assigned color.
Tell the students to form groups according to their colors with all of the
reds together, oranges together, etc.
Provide each group with the lyrics previously cut.
Play the song for students to unscramble the lyrics of the song.

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 The group that finishes first is going to win.
Make sure the winner group has ordered the lyrics correctly.
Play the song the second time for students to sing it.

All of me by Boyce Avenue

What would I do without your smart mouth

Drawing me in and you kicking me out
Got my head spinning, no kidding
I can't pin you down
What's going on in that beautiful mind
I'm on your magical mystery ride
And I'm so dizzy, don't know what hit me
But I'll be alright

My head's under water

But I'm breathing fine
You're crazy and I'm out of my mind

'Cause all of me
Loves all of you
Love your curves and all your edges
All your perfect imperfections
Give your all to me
I'll give my all to you
You're my end and my beginning
Even when I lose I'm winning
'Cause I give you all of me
And you give me all of you oh

How many times do I have to tell you

Even when you're crying you're beautiful too
The world is beating you down
I'm around through every mood
You're my downfall, you're my muse
My worst distraction, my rhythm and blues
I can't stop singing
It's ringing, in my head for you

My head's under water

But I'm breathing fine
You're crazy and I'm out of my mind
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 'Cause all of me
Loves all of you
Love your curves and all your edges
All your perfect imperfections
Give your all to me
I'll give my all to you
You're my end and my beginning
Even when I lose I'm winning
'Cause I give you all of me
And you give me all of you
Give me all of you

Cards on the table, we're both showing hearts

Risking it all, though it's hard

'Cause all of me
Loves all of you
Love your curves and all your edges
All your perfect imperfections
Give your all to me
I'll give my all to you
You're my end and my beginning
Even when I lose I'm winning
'Cause I give you all of me
And you give me all of you

I give you all of me

And you give me all of you oh

Post listening Activity

Ask students to underline in the lyrics the sentences in simple present.
Have them write five similar sentences appropriately.

3. Speaking Activity (20 minutes)

Ask students to form two circles in which they are facing each other, one
in the middle of the classroom and the other one surrounding them.
Have students discuss about the questions below.

What do you do to study English?

What do you do in your free time?
Is your father working in the city?
Is your mother cooking at home?

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 What did you use to do when you were a child?
Did you use to play with toys when you were a child?
Did you use to have a tantrum when you were a kid?
Are you doing something special this coming weekend?

When the word switch is called out, students change partners as the
circles move, one clockwise and the other one moves to their left.
Allow some time to discuss each of the questions.

4. Writing Activity (10 minutes)

DIRECTION: Have students fill in the blanks with the correct verb.

1. Where ____ you ________? I _________ to the cinema. (go, go)

2. Today he __________ the housework, but usually his wife ______ it. (do, do)
3. Mmmm! What _____ you _________? I _____________ a cake! (cook, make)
4. What ____ you usually ________ for breakfast? I ________ cereal and a cup of tea.
(have, have)
5. What _____ you ___________ about? Nothing! (think)
6. Where ____ you ________? I usually _______ in York, but at the moment I
___________ in New York!! (live, live, live)
7. On Saturdays I sometimes ______ for a walk, but usually I ______ at home and
______ games. (go, stay, play)
8. What ____ you ____ in your free time? I ______ tennis and ______ films. (do, play,
watch)
9. What _____ you ________? Sshhhh! I _____________ TV! (do, watch)
10. Why _____ you ________? It's the onions. I _______ chopping onions! (cry, hate)

5. Present and Past Daily routines (50 minutes)

A.

Put the students into pairs and ask them to describe their daily routine to
their partner. They should explain what time they get up, what they have
for breakfast, what time they leave the house, what time they start
school/classes, etc.
Tell them to give as much information as possible.

B.

Now ask students to tell their partner about their daily routine when they
were fourteen year-old. Give them an example such as:

When I was 14 I used to get up at 6 Oclock. I used to have eggs for breakfast. I
used to leave the house at 7:00 am, and my mother and I used to have to catch 2
buses to school. I used to start school at 8:00 am

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 Encourage them to use the construction used to + infinitive

C.

Now ask each student to write 5 sentences comparing their partners

present and past daily routine. For example:

Susana Martinez gets up earlier now than when she was a child.

Susana used to leave the house earlier when she was a child.

Susana has less homework now

Susana works much harder now.

Susana used to have more free time when she was a child.

After students have finished their sentences, they should read them to
their partner and their partner should say if they are correct or not.
Next get each student to read out a sentence about their partner to the
whole class.

D.

Tell your students they are going to watch a short film about a single day
in the life of a fourteen year-old Indian boy. As they watch the video
they should think how their daily routine is similar or different to that of
Amar.
Show the film. https://www.youtube.com/watch?v=X8RZCGIbwsA

E.

After they have watched the video, get students to write 5 or more
sentences comparing their daily routine when they were fourteen with that
of the fourteen year-old Indian boy.
When they have finished they should compare them with their partner.

V. SEMI CONTROLLED PRACTICE

1. Listening Activity (40 minutes) (Appendix 3)

PRE-LISTENING (5 minutes)

Ask about new inventions.

Then, have each student tell about it and share his or her answer.

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DURING LISTENING (15 minutes)

Have students in pairs and tell them to get prepared to listen the audio
Play the audio two or three times according to students needs
http://learnenglishteens.britishcouncil.org/skills/listening-skills-
practice/new-inventions
Later, ask some pairs about it
Do this exercise while you listen. Circle True or False for these sentences.

1. Wing-suits allow people to fly or glide. True False

2. Wing-suits are getting cheaper. True False
3. Gabriele Diamanti's water distiller is powered by the sun. True False
4.The "enable talk gloves" help people to use sign language in really cold
conditions. True False
5. James Cameron invented a new underwater camera. True False
6. MIT students have invented a new type of ketchup. True False
7. The last invention is a way of producing clouds indoors. True False
8. The science correspondent thinks the clouds are ugly. True False

POST- LISTENING (20 minutes)

Now that students know about the audio, have them do the exercise. Write
the inventions in the correct group. If they don`t know, have a guess!
Then, orally, check students work

Time travel machine Air-maker (for use on other planets)

Indoor cloud-maker Wing-suits (that enable you to fly)

Machine
Solar water distiller
Bio-fabric clothes (that
change colour according Digital running shoes performance statistics)
(that give you to the wearers mood)

Real inventions Fictional inventions

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3. Book Time: page 10 (30 minutes)

4. SPEAKING ACTIVITY (25 minutes)

Story telling:

The teacher will begin telling a story about What he/she used to do when
he/she was a child. (e.g. what he/she used to play, what he/she used to
eat..)
Then, the teacher will choose a student to continue with the story using
the same structure.
After that, the student will choose a classmate to continue with the story,
and so on.
The teacher must be taking notes about grammar and pronunciation
mistakes.
At the end, the teacher will correct the mistakes.

3. Book Time page 11 (50 minutes)

4. Writing Activity (20 minutes)

BRAINSTORMING

The teacher will say some sentences to the students for them to know
what the topic is going to be about.

Sentences: I used to play soccer when I was a child.

I used to wear dresses when I was a child.

I used to go out with my parents every weekend when I was a child.

I used to cry when my parents did not buy what I wanted.

I used to say good morning to my parents when I was a child.

Then the teacher is going to ask some students if they know which the
topic is. PAST HABITS AND EVENTS
After having discovered the topic, the students are going to write a
paragraph about the past habits and events they did when they were
children. They must use used to.
Then the students will be asked to share their paragraph with the person
next to him or her.
When they have finished sharing their paragraphs, some of them are
going to pass to the front to tell the paragraph of the person he or she
worked with.
At the end the teacher must correct grammar and pronunciation mistakes.
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 VI. FREE PRACTICE

1. Book Time: page 12 (40 minutes)

2. Listening Activity (30 minutes) (Appendix 4)

Pre listening
Ask students to work in pairs
Write in the board possible new words like isolation, desert, and joy.
Ask some students for the meaning of the possible new words.
During listening
Ask students to fill in the blanks using the simple present tense or
present continuous tense.
Post listening
Choose some students to give the answers.
After that have them work in groups and ask them to answer the
following questions:

Song Analysis Questions:

1. Where and when was the song written? By whom?

2. What was the purpose of the song?
3. What is the mood of the music?
4. Is there a message the song is trying to convey? If so, what? To whom?
5. Are there any words or phrases that need specific interpretation? If so,
identify and define them.

Have them share their thoughts with the class.

FOOLS GARDEN -LEMON TREE

Fill in the blanks with The Simple Present Tense & Simple Present
Continuous Tense

I ____ (sit) here in the boring room

It ___ (be) just another rainy Sunday afternoon
I ______(waste) my time
I got nothing to do
I _______ (hang) around
I _____(wait) for you
But nothing ever happens and I wonder

I _____ (drive) around in my car

I _____ (drive) too fast
I _____ (drive) too far
I'd like to change my point of view

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 I _____ (feel) so lonely
I_____ (wait) for you
But nothing ever happens and I wonder

I wonder how
I wonder why
Yesterday you told me 'bout the blue blue sky
And all that I can see is just a yellow lemon-tree
I _____ (turn) my head up and down
I_____ (turn) around
And all that I can see is just another lemon-tree

I______(sit) here
I miss the power
I'd like to go out taking a shower
But there's a heavy cloud inside my head
I feel so tired
Put myself into bed
Well, nothing ever happens and I wonder

Isolation ___ (be) not good for me

Isolation I don't want to sit on the lemon-tree

I____ (step) around in the desert of joy

Baby anyhow I'll get another toy
And everything will happen and you wonder

Taken from: http://busyteacher.org/18269-lemon-tree-song-present-

simplecontinuous-tense.html

3. Speaking Activity (60 minutes)

Have students form groups of three. (20 minutes)

Ask students to create a mini conversation about past habits and

events using the structures and vocabulary previously studied in
class.
Choose some groups to perform their mini conversation with the
class.

Group work (20 minutes)

Have students form groups.

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 Ask them to discuss about what they used to do and what they
used to look like when they were kids.
Remind them also to use prepositions of time.

Interview (20 minutes)

Ask the students to talk with a partner, especially with someone

whom they rarely talk.
Ask them to talk his/her plans for the future, then switch, and the
other student ask the same to the first student
After a while, tell the students to look for someone else to talk with
and continue with the same process.

4. Reading Activity (20 minutes) (Appendix 5)

Read the paragraph and answer the questions:

Brian is a doctor. He looks after sick people. He usually gets up at 6.00 oclock.
Today he is late, it is 6.30 and he is still in bed. He usually goes to work by train
but today he is driving to work. He arrives at work at 6.30 every morning but it is
7.30 now and he is still driving. Its 12.00 oclock now. He always has his lunch at
12.00 but today he isnt having lunch at 12.00, he is looking after his sick
patients. It is half past seven now, Brian is watching TV. He usually watches TV
at half past seven because his favorite program starts at half past seven. Brian
has his dinner at 8.30 every day and he is having dinner now. It is 24.00 now
Brian is going to bed. He always goes to bed at 24.00.

1. What does Brian do?

2. What time does he usually get up?
3. How does he usually go to work?
4. Why is he driving to work today?
5. What time does he arrive at work every day?
6. When does he always have his lunch?
7. What is he doing at 12.00 today?
8. Why does he usually watch TV at 7.30?
9. What time does he go to bed?
10. What time is he going to bed now?
Taken from: http://busyteacher.org/21714-present-continuous.html

5. Book Time: page 13 (30 minutes)

6. Writing Activity (20 minutes)

Have students compare their present and their past.

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 Have students write a 15-line paragraph using simple present and
present progressive about themselves, their interests and their
plans, and their interests and plans 2 years ago.
Then the students will be asked to share their paragraph with the
person next to him or her.
When they have finished sharing their paragraphs, some of them
are going to pass to the front to read their paragraph to the class.
At the end the teacher must correct grammar and pronunciation
mistakes.

7. Book Time: page 14 (30 minutes)

VII. CLOSING ACTIVITY: ROLEPLAY!! (50 minutes) (Appendix 6)

Have Ss work in pairs.
Give each pair a situation. Give them 10 minutes to get ready to
perform the situation. Ask Ss to use all the vocabulary and
structures studied in the class.

1.STUDENT A: You want to give your
grandpa a surprise. You invite him to an
electronic gadget store. It is his birthday and
you want to give him a cell phone with the
latest technology. You explain to grandpa that
the cell phone will be very useful because it has
a lot of apps. You tell him that iphones are
trending today.
2. STUDENT A: You knew a 2. STUDENT B: You have been chatting with
beautiful/handsome girl/boy through
Facebook. You have been chatting with her
and now it is time to meet her/him face to
face. You invited him/her to go to the cinema.
You dress up with the best clothe for the date.
When you are at the cinema you notice ha he
or she is uncomfortable and decide to start
asking her/him questions about personal
issues.
3. STUDENT A: When you were in high
school, you had a girlfriend that you really
loved. But one day your girlfriend and her
family moved to another country and you had
to break up. After you broke up, you still
thought of a second chance in the future. Soon
after, while the girl is in the other country, you
realize (through Facebook) that the girl is
dating another boy.
After some time your ex-girlfriend and her
family have recently come back, and she visits
you. You didnt know that she had come back
and you get really surprised when you see her
1. STUDENT B: Your grandson invites you to
go out. He takes you to an electronic gadget
store. He wants to buy you a cell phone with
the latest technology. You dont like the idea,
and you explain to him that things were
different in the past. You tell him grandfathers
used to receive different gifts for birthdays.
a boy/girl through Facebook. She/he invited
you to go to the cinema. When he arrives you
notice that he is dressed up in a very strange
manner. He starts asking you personal issues
about your past and present. You feel very
uncomfortable and tell him that you dont want
to go out with him/her anymore.
3. STUDENT B: You had a boyfriend when
you were in school. You really loved him, but
one day you had to move with your family to
another country. When you are in the other
country you start dating a boy. You are dating
another boy because you want to forget your
ex-boyfriend but you cant.
Some time later, you come back and you
decide to visit your ex-boyfriend. Your ex-
boyfriend and you start talking and
remembering about your old times together.
You are still in love with him, but you pretend
not to be. At the end, you decide to give love a

19
again. You start talking about the old times,
and you are sure you are still in love with her,
but you dont want to accept it. But at the end,
you start saying things in a way that you
demonstrate your love.
4. STUDENT A: You live in the county side
with your mother. You have a very old and
cheap cellphone, and you really want to have
an expensive and really good smartphone. Your
mom doesnt want you to have it, because she
thinks that is not convenient for you. Your
mother is a very conservative woman, and she
doesnt like technological devices at all. You
try really hard to convince her, and you explain
to her all the advantages and good things you
can do with the smartphone. Its really hard for
you to convince her, but at the end you do it.
5.STUDENT A: You run into and old friend
you hadnt seen in ten years. You start talking
about what you have done in those ten years,
and remembering all the things you did in your
childhood. Then, you talk about your present
life and the plans you have for the future.
When you are about to say good bye, your
friend invites you to go to a concert. You dont
want to go because the singer is not your
favorite one, but after some time you decide to
go just because the guy that invites you is your
best friend.
Book Time: page 15 (50 minutes)
HOMEWORK:
Ask Ss to interview an older person how things used to be in the past. Ss
can ask about the gadgets that they had in the past or about the life style
that they used to have,
Using the information students have to create a paragraph and describe
how things are nowadays.
new opportunity. You both end up making
plans to get married in the future.
4.STUDENT B: Your son is a teenager that
really wants to get a really good smartphone.
He has an old cellphone, but he works hard to
convince you with the idea of getting a really
good smartphone. You dont want to accept
that idea, but your son explains all the
advantages and good things of the smartphone;
he insists with the idea, and you get mad at him
but at the end you accept. Little by little, you
see all the advantages and all the positive
things of the smartphone. Sometimes you ask
your son to make some video calls to
communicate with your mother and other
relatives.
5.STUDENT B: You see a really good friend
you hadnt seen in ten years. You are really
excited with your friend, and you start talking
about all the things you have done in those ten
years. Also you talk about your present life
and your plans for the future. When your friend
is about to say goodbye, you invite him to a
concert. Your friend says that he doesnt like
the kind of music you want to listen to in the
concert. But you convince him, and he says
that he accepts just because you are his best
friend.
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