ML 1 rehcs complete level 5для нас.pptx

180 HOUR
LEVEL 5 TEFL
COURSE
Module 1

THE PRINCIPLES OF TEACHING
ENGLISH GRAMMAR
1.1 IDENTIFY A RANGE OF
WORD CLASSES
1.2 EXPLAIN THE FUNCTIONS
OF A RANGE OF WORD
CLASSES

WHAT'S WORD
CLASS?
Noun
Verb
Adjective
Adverb
Determiner
Preposition

VERB
which describes an action or
a state. It can be used in
different tenses, this will
depend on the time of the
action. The verb form
changes according to its
tense, with some verbs being
classed as 'regular' meaning
they end in -ed (e.g. played,
jumped, wanted) and others
as 'irregular', meaning there
is no set rule (e.g. ran, ate,

VERBS HAVE 5 MAIN FORMS:
Verb Form Ex 1 Ex 2 Ex 3 Ex 4 Ex 5
Base form run jump play eat go
Past Simple ran jumped played ate went
Past
Participle
run jumped played eaten gone
Present
Participle
running jumping playing eating going
3rd person
singular
runs jumps plays eats goes

NOUN
A NOUN is used
to name people,
objects and
animals. A noun
can be countable
or uncountable
and can come in
singular or plural
form.

NOUNS:
REGULAR &
IRREGULAR
Nouns may seem like
easy words to learn, but
students need to think
about whether the noun
is countable (it can be
counted, e.g. dogs,
tables, apples) or
uncountable (it can't be
counted, e.g. water,
love, music) and
whether it is plural or
singular as well as what
spelling changes take
place.

REGULA
R
& IRREG
ULAR
PLURAL
FORMS
The examples underneath involve irregular changes
from singular to plural forms. This may cause
confusion with both pronunciation and spelling for
learners.
Man - Men
Foot - Feet
Tooth – Teeth

COMMON MI
STAKES
These are some common mistakes you will hear
from learners as they overgeneralise the use of
plural 's' with nouns:
There are two mans.
She has a pain in her foots.
Jane has bad teeths.
Your examples?

PRONOUNS
A PRONOUN is used in place of a
noun or noun phrase.
Examples:
Sally got a dog ---> She got a dog
Tom walked to the park ---
> He walked to the park
Sally and Tom were very hungry ---
> They were very hungry

WHAT ARE THE TYPES OF
PRONOUNS?
See the handout

• THE PLURAL OF 'YOU'
In many languages, there are slightly different pronouns for singular
and plural 'you'. In English, that isn't the case!
'Can you help me carry the shopping into the house please?'
'Can you see that aeroplane in the sky?'
'What do you like to do on the weekends?'
Without more details, 'you' could be a single person or a group of
people. Students can find this frustrating when learning English.

•ARTICLES
An ARTICLE can also be
called a determiner and is
used before a singular noun.
The - definite article
a/an - indefinite article

VIDEO
Watch the video on rules of indefinite articles

THE
DEFINIT
E
ARTICLE
 We normally use ‘the’
(definite article) when a
person or thing has already
been identified, known, or
there is only one of them.
 Can you close the door,
please?
 I left the car at home.

RULES AND ACTIVITY
READ THE EXAMPLES
WHERE 'THE' IS USED
DO THE QUIZ ON
ARTICLES

ADJECT
IVES
Can you deduce any rules regarding
adjectives based on the example sentences
below?
She seems friendly.
The girl was late.
The girls were late.
Their new car is beautiful.

AN ADJECTIVE DESCRIBES OR MODIFIES A NOUN.
He was really friendly.
The film was interesting.
The new room was painted green.
My wallet is black.

ADJECTIV
E ORDER
When we use more than one
adjective together, there is an
(approximate) order that they
follow. See example on the
platform.

ADJECTIV
ES:
ED/ING EN
DINGS
Some adjectives end in either -ed or -
ing. Have a look at the two sentences
below and think about the differences
between the two forms:
The boy was really tired from his long
run.
The long run was really tiring.

ADJECTIVES
ENDING IN -
ED DESCRIBE
EMOTIONS -
THEY TELL US
HOW PEOPLE
FEEL IN
REACTION TO
SOMETHING
ELSE.
 I am bored - I feel bored
because something is boring
me.
 He is relaxed - Something is
making him feel relaxed.
 He was frightened - He is
frightened by something.

ADJECTIVES
ENDING IN -
ING DESCRI
BE THE
'THING’ THA
T HAS
CAUSED TH
E EMOTION.
 The film is too slow, it is so
boring.
 The spa is so relaxing.
 The movie was really
frightening.

COMPAR
ATIVES &
SUPERLA
TIVES
We use comparatives when
comparing two things by adding -er to
the adjective or more/less +
adjective to adjectives depending on
the word. E.g. Mark is funnier than
Lucy - Spain is more beautiful than
Scotland.
We use superlatives when comparing
three or more things by adding -est to
the adjective or most/least + adjective
depending on the word. E.g. Mark is
the funniest person at work - Spain
is the most beautiful country in
Europe.

VIDEO AND
ACTIVITIES
Watch the video and then do the
activities

ADVERB
 An ADVERB describes or
modifies verbs, adjectives or
other adverbs.
 There are 5 types of adverbs:
 Adverbs of manner
 Adverbs of frequency
 Adverbs of time
 Adverbs of place
 Adverbs of degree

WHAT DO
YOU KNOW
ABOUT:
Regular
adverbs
Irregular
adverbs

PREPOSITION
A PREPOSITION is a word used before a noun or pronoun to connect it
to the rest of the sentence, normally showing a relationship of place or
time. There are two main types of prepositions:
Prepositions of place
Prepositions of time

PREPOSI
TIONS
OF
PLACE
AT is used for specific points
IN is used for spaces which are
enclosed or have some form of
boundary
ON is used when something is
on a surface

PREPOSI
TIONS
OF TIME
AT is used for precise times
IN is used for months, years,
centuries or longer periods of
time
ON is used for days and dates

CONJUNCT
IONS
 CONJUNCTIONS connect
sentences or parts of sentences
together. They can also be
referred to as linking words,
connectors and cohesive
devices. Without conjunctions,
we would only be able to make
very simple sentences so they
are an important part of
English grammar.

COORDINATING CONJUNCTIONS
These are used to join two parts of a sentence that are grammatically
similar. They could consist of single words or clauses with multiple parts.
E.g.:
Tom and Mary had a picnic in the forest.
It was really cold but I didn't wear a coat.
Other examples: and - but- so - or - for – yet

SUBORDI
NATING
CONJUNC
TIONS
These are used to join a subordinate dependent
clause (a clause that doesn't make sense on its own)
to a main clause. E.g.:
I visited my friend although he was sick.
I love going on holiday to Spain because it's usually
hot.
I always get good grades unless I don't study.
Examples: Although - because - unless – since

CONJUNCTIONS HAVE THREE
BASIC FORMATS
single word - for
example: and, but,
because, although
compound (often
ending with as or
that) - for example:
provided that, as
long as, in order that
correlative
(surrounding an
adverb or adjective) -
for example:
so...that

TENS
E &
ASPE
CT
Tenses refer to time;
aspect shows how the
speaker/writer views the
events. For example,
aspect would show if it is
continuous, completed,
related to another point
in time, or habitual for
example.

PRESENT SIMPLE
Watch the video and then read the rules

PAST SIMPLE: PRONUNCIATION
Task: How many different ways to
pronounce regular past simple verbs are
there? Can you name the sounds?

THE BOARD RACE
 Split your class into two groups. Give each group a name and ask
the students to line up in their groups facing the board. Two people
at the front of each line start. The teacher shouts out verbs in the
infinitive form and the students need to run to the board and write
down the past of the verb as quickly as they can. This is a fast-
paced activity. The teacher shouts out the next verb and the
student gives the board pen to the next person in the line. The first
group to finish is the winner! This is an effective game and can be
used as a filler at the end of a lesson to help learners consolidate
and remember irregular past verbs.

CAN YOU MATCH THE USES TO THE EXAMPLE SENTENCES?

Use 1: For past events that have some
relevance/importance to the present.
 Use 2: With 'ever'/'never' to talk about
life experiences.
 Use 3: To talk about experiences
(where time isn't important).
 Use 4: Repeated actions that have been
repeated up to the present time.
 Example A. I have been to Thailand
3 times.
 Example B. I have eaten so much
today. I'm so full now.
 Example C. Have you ever been to
Moscow? No, I've never been there.
 Example D. She's watched Harry
Potter 3 times!
A B

BRIGHTON IN THE RAIN
 Listen to the song below and think about how it can be used in a
lesson on the present perfect (for life experience). How could you
use it to present or practise this tense?
 https://www.youtube.com/watch?v=MoSn9_1NdEY

SONG
 Listen to the song by Madness and see if you can identify the use of
the past perfect.
 https://www.youtube.com/watch?v=Pw-8AGRcyvk

CEFR
 How exactly do we know what constitutes Elementary or
Intermediate? Maybe one teacher's/employer's/university's
understanding of it is different from another’s.
 To help standardise what students can do at different levels, the
CEFR, or Common European Framework of Reference for
Languages, was introduced. It is a guideline to describe what
students at different levels (A1, A2, B1, B2, C1 and C2) can
achieve in different languages.

PRESENT CONTINUOUS
TENSE
Read the rules and ask if you have any questions.

 Two of the most common ways to talk about the future are:
 1. using 'will'
 2. using 'going to'

MEANING&USE
 The different uses of 'will'
 Look at the following sentences. Can you identify the uses of 'will'?
 1.
 It will rain later.
 Switzerland will win the Euro 2024 football tournament.
 2.
 I'll clean the dishes if you like.
 I'll help you with your homework after dinner.
 3.
 I'm hungry. I'll go and make some food.
 I need a break. I'll go to the park.

 To make a prediction not based on evidence
 It will rain later
 There are no clouds and I haven't checked the weather forecast, so
the prediction is not based on evidence, only opinion.
 Switzerland will win the Euro 2024 football tournament
 They have never won before and don't have a top team, so this is
based on opinion and not evidence.
 To express a voluntary action or promise.
 I'll clean the dishes if you like
 Voluntary action.
 I'll help you with your homework after dinner
 A promise.

 A decision made at the time of speaking
 I'm hungry. I'll go and make some food.
 I'm making this decision spontaneously.
 I need a break. I'll go to the park.
 This is a spontaneous, unplanned decision made at the time of
speaking.

THE FUTURE SIMPLE (WILL): FORM
 Affirmative
 I will play football tonight.
 Subject + will + verb (1)*.
 *Note: verb(1) refers to the base form of the verb
 Negative
 I won’t play football tonight.
 Subject + will + not + verb (1).
 Question
 Will you play football tonight?
 Will + subject + verb (1)?

EXAMPLE ACTIVITIES
Have a look at the example activities below that can be used to practise the future
simple with 'will'.

EXAMPLE ACTIVITIES
How could you adapt the following topics into a discussion
activity?
 education
 travel
 food
 traffic
 planes
 cars
 robots

 Discussion topic - Ask your learners to discuss these points in
pairs or small groups. They should aim to use the future simple
'will' to make predictions.
 Depending on the level and ability of the learners, you can ask
them to make sentences, have a conversation, keep talking for 2
minutes on each topic where they contradict each other/ask
questions or construct a paragraph linking all their ideas together.

 What will life be like in 10/30/50/100 years?
 Example Answers:
 Most people will fly to work.
 Robots will take over all industrial jobs.
 Planes will be much faster than today.
 Food will be in a tablet form.

EXAMPLE ACTIVITIES
 Have a look at the example activities below that can be used to practise the future
simple with 'will'.
 The next activity is about fortune tellers! Can you guess how the activity
works?
 Tell learners that they are going to visit a famous fortune teller. They have to think of
as many questions as they can to ask her. For example:

 Will I get married?
 Where will I live?
 Will I travel?
 Will I have children?

 For fun, learners can then work in pairs and their partners can answer their questions.
At the end, the partners must say the answer to the class and the class have to guess
what the question is (all using the future simple with 'will/won't').

 The different uses of 'going to'.
 Look at the sentences.
 Can you identify the uses of 'going to'?
 1.
 I'm going to play football after work.
 He's going to visit Thailand in August.
 2.
 Look at those clouds! It's going to rain.
 That maths test is going to be really hard.

 A. An action or decision that was made before the time of
speaking (a plan).
I'm going to play football after work.
 I play every week so this is firm plan.
 He's going to visit Thailand in August.
 The tickets are already booked so the decision has already been
made.
 B. To make a prediction based on evidence.
 Look at those clouds! It's going to rain.
 There are grey clouds in the sky. I checked the weather forecast
earlier and it said rain was due later so it's a prediction based on
evidence.
 That maths test is going to be really hard.
 I've taken it before and know that it is hard! This is also a prediction
based on evidence.

FUTURE WITH 'GOING TO': FORM
 Affirmative
 I am going to play football tonight

 Negative
 I am not going to play football tonight

 Question (interrogative)
 Are you going to play football tonight?


 Affirmative
 I am going to play football tonight
 Subject pronoun + am/is/are + going to + verb(1)*
 *Note: verb(1) refers to the base form of the verb

 Negative
 I am not going to play football tonight
 Subject pronoun + am/is/are + not + going to + verb(1)

 Question (interrogative)
 Are you going to play football tonight?
 Am/is/are + subject pronoun + going to + verb(1)

MATCHING ACTIVITY
 In the class, you can do an activity with the students where they
have to match an image to the grammatical phrase. This can also
be extended by having learners to talk about each picture with a
partner, using the 'going to' future as much as possible to ask and
answer questions. E.g.:
 Student A: Oh look! It's going to rain. I think it's going to rain for a
long time and people aren't going to be able to be on the beach.
 Student B: I agree. I think there's going to be a massive storm...

OTHER FUTURE FORMS
 There are other tenses that we can use to speak about the future -
and they don't even have the word 'future' in their name! Have a
go at the activity below to learn more.
 Drag the words into the correct boxes
 There are other forms we can use to talk about the future
depending on how fixed the events are and when they will occur.
 will1 of 4 draggables.
 going to2 of 4 draggables.
 the present simple3 of 4 draggables.
 the present continuous4 of 4 draggables.

 For scheduled events we use
 e.g. the bus leaves at 10pm tonight.
For firmly planned future events or arrangements we use
 e.g. I'm meeting Rachel for lunch tomorrow (we have agreed this,
we know when are where we are meeting for lunch).
For planned actions or intentions (that are fairly certain) we use
 e.g. I'm going to pick him up from the cinema (I haven't told him
yet but I've made the plan in my mind).
 For decision made at the time of speaking we use
 e.g. Simon just phoned and said he can't come for lunch. I'll go to
the pub instead.

 As we have seen, there are many forms we can use to talk about
the future. Two commonly confused ones are the examples below.
What's the difference in meaning and form?
 1. She's going to school tomorrow.
 2. She's going to go to school tomorrow.
 1. She's going to school tomorrow.
 This is the present continuous. It's used for firmly planned future
actions/arrangements. Notice the structure: is + verb (ing). Other
examples incude: she's having her piano lesson after school then
she's meeting friends at the cinema.
 2. She's going to go to school tomorrow.
 This is 'going to as a future'. It's also used for planned future
events, but it's "less strong" or less firmly planned than the present
continuous. Notice the structure: ... is going to + verb.

EXAMPLE ACTIVITIES
Activities with diaries and schedules work well for practising and
producing the present continuous for future arrangements.
Activity 1:
Look at the holiday plans above and write
sentences/describe to your partner the arrangements.
For example:
At 8.30, they’re meeting at the airport.
At 9.30, they’re arriving at the hotel.
They are having lunch at 12pm.

 Activity 2:
 Look at the schedule for this businessman's trip.
 Monday
 8.30 Leave for the airport
 12.00 Arrive in Madrid
 12.30 Taxi to the meeting venue
 1.30 Lunch with delegates
 3.00 Meeting with CEO
 5.00 Taxi to the airport
 9.00 Arrive back in London
 What is he doing at...?
 Students must ask their partners what the man is doing at which specific time. Their
partners must answer using the present continuous tense for future arrangements.
 For example:
 Q: What is he doing at 3pm tomorrow?
 A: At 3pm tomorrow he's meeting with the CEO.

THE FUTURE CONTINUOUS: MEANING & USE
 Look at the examples. Why do we use the future continuous?
 I will be reading my book at 6pm tonight - I am going to be
watching TV at dinner tomorrow night because my
favourite football team is playing.
 When I arrive, they will be serving lunch - I am going to be
sleeping when she calls me.
 My family will be working while I will be cooking - He will
be sleeping while I am going to be running.

GRAMMAR NOTE
 In the future simple tense, there is a distinct difference in the
meaning and use of 'will' and 'going to'. In the future
continuous, future perfect, and future perfect
continuous tenses, 'will' and 'going to' forms have no real
difference and can be used interchangeably

THE FUTURE CONTINUOUS: FORM
 Complete the drag and drop task below to reveal the form of the future continuous.
Affirmative:
I'll be eating my dinner when you arrive tomorrow.
I am going to be eating when you arrive tomorrow.
Subject + will + _____ + verb(ing).
Subject + am/is/are + _____ + be + verb(ing)
 ing
 not
 subject
 Are
 be
 going to

 Negative:
I won't be sleeping when you arrive tomorrow.
I am not going to be sleeping when you arrive tomorrow.
Subject + will + ______+ be + verb(ing)
Subject + am/is/______+ not + going to + be + verb(ing)
 Question (interrogative):
Will you be eating when I see you at the pub tomorrow?
Are you going to be eating when I see you at the pub tomorrow?
Will + ______+ be + verb(ing)?
Am/is/are + subject + going to + be + verb(_______)?

 https://youtu.be/2bFhZXEOiVk
 Watch the video

How could you use the following sentence
starters to get learners using the future perfect?
This time tomorrow...
This time next week...
In a month's time...
In a year's time...
In 5 years' time...
In 10 years' time...
In 20 years' time...

Another fun activity for the future continuous is
Guess the Year. How do you think this could be
played?

The Future Perfect: Meaning & Use
Look at the example sentences. When do we use the
future perfect (simple)?
- We’ll have had dinner by 7pm.
- By the year 2050, the population of the UK will have
increased dramatically.

TIMELINE
 Notice how the timeline helps learners understand the meaning of
the future perfect. The timeline shows that the action will have
finished by 7pm but we don't know exactly when (she could
finished or at 5pm, at 5.30pm, at 6.30pm at 6.59pm!) Combine this
with concept checking questions to check that learners have
understood. E.g.
 Do we know exactly when she will finish her homework? No.
 Is there a deadline? Yes.

THE FUTURE PERFECT: FORM
 Complete the drag and drop task below to reveal the form of the future perfect.
 Drag the words into the correct boxes. Use the example sentences to help you.
 past participle
 have
 going to
 will
 Subject
 Affirmative:
- He will have gone to bed by the time I get home.
- He is going to have gone to bed by the time I get home.
'Will' form: Subject + will + have + verb (3)
'Going to' form: Subject + am/is/are + going to + have + verb (3)
N.B. verb (3) is the ______
 .

 Negative:
- She won’t have gone to bed by the time we get home.
- She isn't going to have gone to bed by the time we get home.
'Will' form: Subject + ______ + not + have + verb (3)
'Going to' form: Subject + am/is/are + not + _____+ have + verb (3)
 Question:
- Will you have gone to bed by the time we get home tonight?
- Are you going to have gone to bed by the time we get home
tonight?
'Will' form: Will + ______ + have + verb (3)?
'Going to' form: Am/is/are + subject + going to + _______ + verb (3)?

HTTPS://YOUTU.BE/UNF8VNRPXNO
WATCH THE VIDEO!

FUTURE PERFECT CONTINUOUS: MEANING &
USE
Read the two example sentences. When do
we use the future perfect continuous?
- By the time I finish my homework, I will have
been studying all day!
- By the time you get home, I am going to have
been travelling for 7 hours.

 Form
 Note: The future perfect continuous is a very specific and rarely
used tense. The negative and interrogative forms are particularly
rare and not commonly used in day-to-day conversation. That's not
to say that they aren't useful, only that the meanings are highly
specific and proficient speakers will often switch to using the
future continuous to make it easier to comprehend.
>Affirmative
>Negative
>Question

 Affirmative
By this time tomorrow, I will have been flying for 3 hours.
By this time tomorrow, I am going to have been flying for 3
hours.
'Will' form: Subject pronoun + will + have + been + verb(ing)
'Going to' form: Subject pronoun + am/is/are + going to + have
+ been + verb(ing)

 Negative
By this time tomorrow, I will not have been flying for 3 hours.
By this time tomorrow, I am not going to have been flying for 3
hours.
'Will' form: Subject pronoun + will + not + have + been +
verb(ing)
'Going to' form: Subject pronoun + am/is/are + not + going to +
have + been + verb(ing)

 Question
 By this time tomorrow, will you have been flying for 3 hours?
 By this time tomorrow, are you going to have been flying for 3
hours?
 'Will' form: Will + subject pronoun + have + been + verb(ing)
 'Going to' form: Am/is/are + subject pronoun going to + have
+ been + verb(ing)

THE PREDICTION GAME
 By the year 2050...
Sometimes with grammar, it is best to keep it simple. The sentence below can be
used to elicit many ideas from the learners using the future perfect. In pairs the
learners finish the sentences, predicting what will have happened by the year X.
Futuristic images can work well as prompts too.
By the year 2025...
By the year 2030...
By the year 2050...
E.g. By the year 2050, I will have retired!
This activity can also be adapted to use the future perfect continuous.
E.g. By the year 2050 we will have been living on the moon for 10 years.
Learners can agree/disagree, contradict each other, have to keep talking about
their prediction for 1 minute etc.

CONDITIONALS - OVERVIEW
 Conditionals describe the result of a certain condition. It the
condition met, then the result will be true (at least as far as the
speaker is concerned. There are four main conditional forms (as
well as mixed conditionals). Keep reading for more information
>Zero Conditional
If you touch fire, you get burned.
>First Conditional
If I have time, I'll help you with your homework.
>Second Conditional
If I met Lewis Hamilton, I would ask for an autograph.
>Third Conditional
If it hadn't rained all day, we would have gone to the beach.

MEANING
 Learners (and teachers!) sometimes find conditionals challenging
but there is a certain logic to them. Conditionals are all about the
probability and likelihood of something happening. The lower the
conditional, the more likely it is. The higher the conditional
number, the less likely something is. All types of conditionals are
really common in both spoken and written English so are useful
grammar points to focus on in class.

 Match the conditional sentences to their meanings.
>Zero conditional: to talk about a general truth or fact e.g. ________.
>First conditional: to talk about real situations and their future,
possible results e.g. _______.
>Second conditional: to talk about imaginary or improbable/unlikely
situations in the present/future e.g. _________.
>Third conditional: to talk about imaginary situations in the past
(the opposite of what really happened) e.g.
If I won the lottery, I'd travel the world
If I hadn't started this TEFL course, I wouldn't have learnt so much
about tenses in English.
If you heat water to 100°C, it boils.
If it rains this weekend, I will stay at home.

 Form
Look at the example sentences for the four conditionals.
0. If you heat water to 100°C, it boils.
1. If it rains this weekend, I will stay at home.
2. If I won the lottery, I'd travel the world.
3. If I hadn't started this TEFL course, I wouldn't have learnt so
much about tenses in English.
 How many clauses are there in a conditional sentence?
2
1

ZERO CONDITIONAL
Fill in the missing words
Now let's look at the form of the zero conditional. Remember, we use this
conditional to talk about general truths and facts (things that are always
true). Look at the example and complete the form by choosing from the options
below. You may use each option more than once. Some are not needed.
- present simple
- past simple
- subject
-object.
Example: If you heat water to 100°C, it boils.
Form: If +____+ present simple,_____+_____.
Please note: The verbs can be positive or negative e.g. If you don't heat water to
100°C, it doesn't boil.

FIRST CONDITIONAL
 Fill in the missing words
Now let's look at the form of the first conditional. Remember we use this conditional to talk about real
situations and their future, possible results. These situations could be very possible, mostly possible or
a little possible - the most important thing is that they are NOT impossible or very unlikely.
Look at the example and complete the form by choosing from the options below. You may use each
option more than once. Some are not needed. N.B. the bare infinitive is the infinitive without 'to'
(e.g. 'go' instead of 'to go')
- present simple
- past simple
- bare infinitive
- will
- subject
-Object
Example: If it rains this weekend, I will stay at home.
Form: If + ____+ , subject +_____+ .
Please note: Verbs can be positive or negative e.g. If it doesn't rain this weekend, I will go to the beach. If it
rains, I won't go to the beach.

SECOND CONDITIONAL
Now we will focus on the second conditional. Remember, we use this
conditional to talk about imaginary, improbable or unlikely situations in
the present/future (NOT the past). How is this different to the first conditional?
The second conditional is used with situations that have a real low chance of
happening, whereas, the first conditional is used with situations that could
happen, or at least are not absurd enough to almost never have a chance of
happening. At the end of the day, however, the 'likelihood' of something
happening is determined by the speaker and their opinion, not the actual
likelihood of the event occurring. Maybe they really feel like they have a good
chance of winning the lottery (If I win the lottery, I will travel the world). Maybe
they are more realistic about their chances. For the latter, we would use the
second conditional:

 Look at the example and complete the form by choosing from the
options below. You may use each option more than once.
- present simple
- past simple
- will
- would
- subject
- object
-bare infinitive
Example: If I won the lottery, I'd travel the world.
Form: If + subject +____,_____+_____+ .
Please note: Verbs can be positive or negative e.g. If I didn't live in Spain, I
would live in France.

THIRD CONDITIONAL
Fill in the missing words
Finally, let's look at the third conditional. Remember, we uset his conditional to talk about imaginary
situations in the past (the opposite of what really happened). This conditional is often used
when expressing regrets, and it is the only conditional which talks about the past.
Look at the example and complete the form by choosing from the options below. You may use each
option more than once.
-present simple
- past simple
- past perfect
- have
- will
- would
- subject
- object
- bare infinitive
-past participle
Example: If I hadn't started this TEFL course, I wouldn't have learnt so much about tenses in English.
Form: If +_____+ ,______+ would +______+ _______.
Please note: Verbs can be positive or negative e.g. If I had started earlier, I would have taken more notes.

CONSIDERATIONS WHEN TEACHING
CONDITIONALS
 Context is very important to help learners understand the
meaning of the conditionals you are teaching. The context you
choose should be engaging and naturally generate the target
language (the conditional you are teaching).
>Zero Conditional Contexts
>First Conditional Contexts
>Second Conditional Contexts
>Third Conditional Contexts

 We use the Zero Conditional to talk about a general truth or facts. Scientific facts are really good examples:
E.g.
If you heat ice, it melts.
When the sun rises, it gets lighter.
First Conditional Contexts
 Personalised contexts work really well with the first conditional, such as: the school holidays, next weekend, the
winter break and so on.
E.g.
If I go to Swansea this weekend, I'll go to a football match.
If the weather is good, he will eat dinner outside tonight.
Second Conditional Contexts
Anything that's hypothetical or improbable works great with the second conditional. It is especially fun to
use games based around 'what would you do if...?' scenarios to practice this structure. Learners can come up with
wild examples which increase their engagement with the grammar enormously.
E.g.
If I won the lottery, I'd buy a mansion.
If you were an animal, what would you be?
If you were president, what laws would you introduce?
Third Conditional Contexts
A short anecdote/personalised situation can be useful here, for example about something that went wrong that
you regret.
E.g.
I lost my phone! If I hadn't lost my phone, I would have set my alarm clock.
If I had put on my alarm clock, I wouldn't have been late for work.
If I hadn't been late for work, I ...

 Passive vs Active Voice
We use two different 'voices' when constructing sentences in English:
 Active voice:
Where we know who/what the subject of the sentence is and it's
important.
 Passive voice:
Where we don't know who the subject of the sentence is or it's simply
not important - 'What happened' is the focus.
Drag the words into the correct boxes
passive
active
The bike was repaired by Tony is an example of the______voice.
Tony repaired the bike' is an example of _______voice.

TRANSFORMING ACTIVE TO PASSIVE
 Fill in the missing words to transform the sentences from active to
passive. Keep the meaning as similar as possible.
Active:
The French make good wine.
Passive:
Good wine is_____by the French.
2. Active:
We have counted all the votes and now we can announce the
winners.
Passive:
All the votes have_______counted and now the winners can be .

PASSIVE VOICE: USE
 Drag the examples into the correct boxes.
 The passive voice is used when:
1. We are more interested in 'what happened' than the person who did the action. Sometimes it
isn't important, sometimes we just don't know e.g.________.
2. To talk about certain events in history e.g._________.
3. To describe a process e.g.________.
4. In general statements (e.g. by people in general) e.g._________
 5. It is often used in advertising as the product becomes the key focus
e.g. _________.
I’m afraid the office hasn’t been cleaned
the television was invented in the 1920s
Coca Cola is drunk all over the world
wood is used for making paper
our sportswear is worn by world-class athletes

 The Passive Voice: Examples
Look at the examples. How do we form the passive voice?
Rice is grown in China.
The game was won very quickly.
The thief will be caught soon.
 The Passive Voice: Form
To form the passive voice we use:
‘to be' (in the corresponding tense) + verb (3).
N.B. Verb (3) is the past participle.
 https://youtu.be/dbpAP2Eeqs0 Watch the video

 Passive Voice Activity
>Use the images below to create sentences using active and passive
voice. Put the class into pairs. Students have one card each per pair
of images. The students must make an active sentence using the image on
their card, and then their partner must turn it into a passive sentence. The
students must ensure that they follow the same tense that the original
sentence was in.
>When one card has been described using active and passive, swap and have
the students read the second card. At this point, the teacher could give the
students more sets of cards, or they could have the students say their
examples to the rest of the class out loud as a group.
>As an extension activity, students could also make their own sentences
about their region or country.
Download our passive voice tense table here.

Passive Voice: Activity 2
How could you use pictures of these famous landmarks to help learners to practise or produce the
past simple passive?

 Examples
Students must match dates to the correct image. When they think
they have correctly matched the monuments, students can write
sentences in the passive voice for each building.
A variation is for students to research the monuments and write a
true or false quiz in teams:
E.g. The Statue of Liberty was built in France and was shipped to
the US in pieces - True!
 Cartoon Clips
What about using clips from cartoons? Watch the video below to find out
more.
https://youtu.be/3oupCkuW1vo

CEFR
 A structure is a grammatical language point (e.g. the present simple, the second conditional) and students learn
different structures based on their language level. The language points learnt act as building blocks to make up a
student's grammatical competence.
 Common names for these levels are below (though these may vary):
Beginner (A1)
Elementary (A2)
Pre-Intermediate (A2/B1)
Intermediate (B1)
Upper-Intermediate (B2)
Advanced (C1)
Proficient (C2)

Links
Click here for further information on the CEFR levels.
Click here for Cambridge English's Using the CEFR information booklet.

HOW DO WE KNOW WHICH CEFR LEVEL LEARNERS ARE?
Initial placement tests are used to determine a learner’s pre-course
level and then learners progress from one level to the next.
It is often said that learners need approximately 200 guided learning
hours to progress from one level to the next. However, this will of
course depend on the individual learner and several factors may
impact upon this. For example:
>Language learning background
>The intensity of study
>Age of the learner
>The amount of study/exposure outside of lesson times
>The learner's motivation

WHY USE THE CEFR?
The CEFR makes it easy for anyone involved in language teaching
and testing, such as teachers or learners, to see their English
language level. The levels are also mapped to exams that learners
can take. This is useful as learners may take courses in different
institutions or countries, they may need to take exams in English or
have to specify their English level for work.
Click here for more information on international language exams
related to the CEFR.
 https://youtu.be/UAehOcVfr3Y

BEGINNERS
 We often just presume that beginners (A1) have no knowledge of English but beginner
students may already know a few words like ‘hello’ or ‘thank you’ and may have had
some exposure to English. In many cases, they are 'false-beginners' (beginners who
already know some English language).
Drag the examples of beginner structures into the correct boxes
am, are, is
can / can’t
there are
I, you, he, she, it, we, they
he goes
Some structures that beginner levels typically learn in the classroom are:
The verb to be e.g._______.
Personal pronouns e.g._______.
This / that / these / those_______
There is / _________.
Modal verbs e.g._______for ability
The present simple e.g. I go,________.

As you can see from the list above, very simple structures will be introduced at the beginner level,
but functions and vocabulary are of course important too.

Teaching Beginners
Teaching beginners can be a daunting prospect; you might wonder
where to start. Remember, the students may also feel scared! Put
yourself in their shoes - how would you feel? It’s nerve-wracking to
say the least.
How can I help my beginner learners?
 Use visuals
 Remember the importance of body language and gestures
 Use drilling/repetition
 Revisit vocabulary and structures again and again
 Always give good models
 Encourage learners to keep a good record of new vocabulary and grammatical
structures. Use this as a consolidation task, do it together at the end of each
lesson. It is an ideal way elicit information from learners, revise what they
have learnt and help them feel and see progress.

Elementary Level
Topics and structures taught at Beginner level will be revised and
built upon at Elementary. Make sure that if you are reviewing a
language point, you explain to the learners why they are reviewing it
and show them why it's useful. At this level, we would expect
learners to be able to talk about familiar topics, respond to basic
question forms, talk about their likes and dislikes, and understand
instructions.

 Typical Elementary Level Language Structures
Drag the examples of language taught at elementary into the correct boxes
Present continuous e.g._________.
The past simple e.g. _________.
Adverbs of frequency e.g._________.
Countable and uncountable nouns e.g._________
How much/________.
Comparative adjectives e.g. the dog is _______than the cat.
Superlative adjectives e.g. the blue whale is the_______animal.
Present perfect simple e.g._________.
Future simple (will & going to) e.g.________.

I've never been to Athens
how many
I will help you - We are going to visit Spain next year
apple, apples, milk, rice
I loved it
bigger
They're playing tennis
always, usually, sometimes, never
biggest

 Typical Intermediate Level Language Structures
Drag the examples of language taught at intermediate level into the correct boxes
Modal verbs for deduction/speculation (must/might, may, can't) e.g.
Second conditional e.g.______.
Third conditional e.g._______.
The passive voice e.g._______.
Reported speech e.g.________.
Past continuous e.g._________.
They told me that they had already bought the cake
I was walking home when I saw her
Paul might be at home
If I had known, I wouldn't have come
If I won the lottery, I'd move to Sydney
The house was built in 19556

Structures at the Advanced level may vary depending on the needs of the
learners and the grammar points in different course books. Very few
grammatical structures are new at this level as learners will be simply
reviewing language points from previous levels and expanding upon them.
Typical grammar structures at an Advanced level (C1) are:
Inversion e.g._________.
Mixed conditionals e.g._________.
The future perfect continuous e.g._______.
Wishes and regrets e.g.______.
I wish I had known the truth/if only I'd known sooner!
if I hadn't got that job, I might not be living in Germany now
never before have I seen such a mess
by the end of the year I will have been living in Delhi for 8 months

ACTIVITY
 Look at the sentences and categorise them according to level:
Beginner - Elementary - Intermediate - Advanced.
1.He still hasn’t arrived. I might not have given him the right directions.
2.I walked to school.
3.My name is Sarah.
4.If I won the lottery, I would travel the world.
5.This is my book.
6.I am going to the cinema with a group of friends tomorrow.
7.She can’t be married to that famous actor, he is too famous to be married to
her.
8.His name is Pedro.
9.I was walking home when it began to snow.
10.When we arrived at the hotel, we suddenly realised that we had left our
suitcases in the taxi.
Now listen to the podcast to check your ideas.

MODAL VERBS
What do you notice about the following school rules? Can you add any more?
You mustn't use your mobile phone in class.
You should raise your hand to ask a question.
You have to wear a uniform.
You can use a dictionary if you need to.
You may go to the bathroom if you ask the teacher.

 Why do we use modal verbs?
Modal verbs by themselves don't mean anything but in a
sentence/context we use them to express certainty, possibility,
impossibility, permission, obligation, ability, deduction and to make
requests, invitations and offers.
 Are modal verbs useful? Are they used frequently?
Modals verbs are everywhere in spoken and written English so it's
important that teachers have a solid understanding of them.
 Do learners find them challenging?
Modality can be challenging for learners but it is a very useful are
of language.

 Drag the words into the correct boxes:
Ability
Deduction
Obligation
Permission
One of the main challenges for learners is that the same modal verb can have
two meanings.
Look at the pairs of sentences below and match the meanings.
1. I can speak Portuguese_______.
2. Can I go to the bathroom?________.
3. In an exam you must be silent.________.
4. Shamali must be in the gym because she's not here and nor is her gym
bag.________.

 How can I help learners understand the meaning of modal
verbs?
It's extremely important that the teacher presents the modal verbs
in a clear context, makes the meaning clear and checks that learners
have understood by asking CCQs (concept checking questions) and
eliciting more examples.
Choose the correct meaning of the modal verb in bold:
May I go outside to play?
Permission
Ability
Deduction

Drag the examples into the correct boxes
Learners also find the form of modal verbs challenging.
Complete the form rules for 'pure' modal verbs with the appropriate example:
1. For he/she/it, modal verbs don't take the third person 's' e.g.
2. Modal verbs are followed by the bare infinitive (the infinitive without 'to') e.g.
3. To form a question, we don't use the auxiliaries 'do' or does' e.g.
4. To form the negative, we add 'not' (often contracted to 'n't') e.g.
5. To form modals in the past, we can use 'have + past participle' after the modal verb
e.g.
Would you like a biscuit?/Should I finish my homework now?
Children mustn't touch the exhibits/We can't go yet
I might have seen him/You couldn't have done anything
She can't swim/He might be right
You should lie down (not 'You should to lie down')

 The Grammatical Person
 What does the term ‘grammatical person’ refer to?
 Think about everything you have looked at so far in this module.
 What types of 'person' do you know?
 Watch the videos to find out more about the grammatical person
and pronouns.
 https://www.youtube.com/watch?v=iT9Rzb4z8jA&feature=emb_im
p_woyt
 https://www.youtube.com/watch?v=dFFRD7GAEUA&feature=emb
_imp_woyt

PERSON & PRONOUNS
 In the previous chapter, we looked at first, second and third person. Can
you think of some examples for each? Click below to check your answers!
 First person refers to the SPEAKER
 I
Me
Myself
My
Mine
We
Us
Ourselves
Our
Ours

 Second person refers to the one being SPOKEN TO
 You
Yourself
Your
Yours
 Third person refers to the one being SPOKEN ABOUT
 He
She
It
Him
Her
Himself
Herself
His
Hers
Its
They
Themselves
Their
Theirs

NUMBER
 There are 2 'Number' categories:
 Singular - One of something
 Plural - Two or more of something
 'Number' refers to the contrast between singular and plural forms
of Nouns. For example:
 Book-books
 Table-tables

UNCOUNTABLE & COUNTABLE NOUNS
 All nouns that can be expressed as singular or plural can be referred to as Countable
Nouns.
 For example:
 Banana(s) - Apple(s) - Table(s)
 All nouns that can NOT be expressed as singular or plural can be referred to
as Uncountable Nouns.
 For example:
 Rice Luggage
Advice
Uncountable nouns can only be counted as plurals if we put them inside some kind of
'container'.
 For example:
 Three bowls of rice
 Two pieces of luggage
 Four teaspoons of sugar

TEST YOUR KNOWLEDGE!
 1. Nouns we can count are called ______ nouns
 2. Nouns we cannot count are called ______ nouns.
 Which of these are correct?
 There are two pieces of luggage in the hallway.
 There are luggages in the hallway.
 There is two luggage in the hallway.

 A litre of
A spoonful of
Two cartons of
Four bowls of
 rice
 water
 Milk
 sugar

DETERMINERS
 In grammatical terms, 'number' refers to nouns, pronouns,
demonstrative adjectives and verbs.
 https://www.youtube.com/watch?v=o-
LbqRag28c&feature=emb_imp_woyt

TYPES OF DETERMINERS
 Articles
 A, an ,the
 Numbers
 One, two, thirty, fifty, seventy
 Possessive Adjectives
 My, your, his, our, her, its, your, their
 Ordinals
 First, second, third, next, last
 Quantifiers
 Some, few, little, any, much, more, every
 Demonstrative
 This, that, these, those

 Other uses
 Singular nouns are used with the definite articles a and an. - I
would like a holiday.
 Any is used for questions or negative sentences - Do you
have any milk left?
 Another is used to mean one more of something - Would you
like another drink?
 Other is used as the plural form to another - I saw Sally and May
and some other people last night.

PRONOUNS
 Do you know where the pronouns are in the sentence
below? Click on them to see if you are right!
 They told me they had seen her during their break
 Singular pronouns
 I, me, my, mine, you, your, yours,
 he, him, his, she, her, hers, it, its
 Plural Pronouns
 we, us, our, ours, you, your, yours,
 they, them, theirs

 Subject-Verb Agreement
 The subjects and verbs in a sentence must 'agree' with each other in number. Singular
subjects need singular verbs. Plural subjects need plural verbs.
 Singular & Plural Pronouns
 I / you / he / she / it: Singular
 We / you / they: Plural
 Examples
 She reads every day - 'She' is a singular pronoun so the verb must include the 3rd person 's'.
 They play football every day - 'They is a plural pronoun so the base form of the verb is
required.
 Exams are one way of seeing how much knowledge students have learned - The subject
'exams' is plural so the verb 'be' must take the plural form 'are'. In addition, 'knowledge' is
uncountable so we use 'much'.
 The boy and his dog play in the garden every day - 'The boy' and 'his dog' are both the
subject so the verb 'play' needs to be in its base form.

SYNTAX
 Sentence understand you easily can this?
 No? Why not?
 Can you understand this sentence easily?
 Yes? Why? Because the order of words in English is important! This is
called syntax.
 What is syntax?
 Syntax is the way in which linguistic elements are put together and
has a set of rules and processes which govern how a sentence is put
together.
 Syntax is all about the order of the words put together and
the agreement of words used together.
 It refers to the structure of a sentence and the order of words that make
the sentence understandable to the listener.

 Watch this video to learn more about sentence structure!
 https://www.youtube.com/watch?
v=2jQxyKlVC4A&feature=emb_imp_woyt

SUBJECT AND OBJECT COMPLEMENTS
 The COMPLEMENT can be defined as: additional words to complete a
sentence. It tells you more about either the subject or the object.
 Subject Complement
 She (subject) is a doctor.
 He (subject) is a pilot.
 They (subject) were really hungry.
 The children (subject) were happy.
 Object Complement
 She made me (object) happy.
 I thought he (object) was Chinese.
 The club elected John (object) President.

 Click on the subject complements in the sentences:
 John was my teacher.
 My mother is kind.
 It seems great.
 Click on the object complements in the sentences.
 Working makes him stressed.
 They appointed her chief.
 The writer kept the audience enthralled.

 Watch the video below to learn about the different sentence
structures!
v=ChcCQInrH1Y&feature=emb_imp_woyt

PARTS OF A SENTENCE
 A 'sentence' is composed of several different parts:
 Example Sentence - This is the full utterance from start to finish.
My friends went out but I stayed home
 Clause - This is a group of words that includes and a subject and a
verb.
My friends went out
Phrase - This is a group of two or more words that function as a
meaningful unit within a clause or a sentence.
My friends

Word - A single word within a sentence or clause.
Friend

SENTENCE STRUCTURE - MATCH THE PARTS OF THE
SENTENCES TO THE CORRECT TERMINOLOGY

 Common Sentence Types
 Do you know the most typical sentence structure in the English
language? Look at the examples below to help:
 I love weekends
 They made a cake
 He wrote an essay

4 TYPES OF SENTENCE STRUCTURE
 The most common English sentence type is: SUBJECT + VERB +
OBJECT
 Were you correct?
 She reads the paper
 Subject + verb + object
 This type of sentence is known as a 'simple sentence' because
grammatically, it is simple. There are 4 main sentence types
including the simple sentence. Read more about them below

 1. A Simple sentence
 When there is one independent clause in the sentence and one
punctuation mark at the end (. / ? / !)
 The train was early.
 2. Compound sentences
 The joining of simple sentences. We can join simple sentences together
by using punctuation and connecting words like: and, but, so.
 A semicolon can also be used to join the simple sentences together to
make a compound sentence.
 The train was early, so I missed it.
 3. Complex sentences

 3. Complex sentences
 This is when there is an independent clause with a dependent
clause. Complex sentences add more detail and create more of an
atmosphere in writing.
 Beginning with a dependent clause - although, whenever,
through, instead, because.
 Because the train was early, she missed it.
 4. Compound - Complex sentences
 This is a sentence which contains more than 3 clauses. Generally
made up of 2 independent clauses and one dependent clause.
 The train was early, so she missed it and later got the sack.

CLAUSES
 There are different types of clauses that can be used to create sentences.
The main two types of clauses are:
 The Main Clause
 The main clause is a group of words that can stand on its own. There
is generally a subject and a verb. The main clause can form part of a
compound sentence or a complex sentence, but can also stand alone.
 The Subordinate Clause
 A subordinate clause is used alongside a main clause. The joining
together of a main clause with a subordinate clause forms part of a
complex sentence. A subordinate clause doesn’t make sense when it
stands alone.

 Example
 I met him in Madrid where I studied at university.
 I met him in Madrid = the main clause
 where = connective
 I studied at university = subordinate clause

TEST YOUR KNOWLEDGE!
 The order and structure of words in a sentence is called syntax.
 True
 False
 The most common sentence structure in English is
 Subject + Verb + Subject
 True
 False
 A main clause can stand on its own.
 True
 False

 Could you think of some punctuation marks? Watch the video to
see how many you got!
v=oRwasMTVfcY&feature=emb_imp_woyt

WHY IS PUNCTUATION IMPORTANT?
 Read the sentence underneath.
 What are your thoughts?
 My name is Sarah I live in a small city in the South of Germany
and i live with my family I live with my two brother three sisters
and my parents we all play tennis at the weekend and love having
barbecues when the weather is sunny we often go on holiday in
August our favourite destination is Spain this is because we love
Spanish food and the weather in the South of Spain is better than
here in Germany

 Has your opinion of the text changed? Was it difficult to
understand? What were the major problems? Is this an effective
way to show students the importance of punctuation?
 Punctuation varies from language to language, knowing the L1 or
even L2 of your learners will help you to identify why they are
making certain mistakes with punctuation.

 'Correct' punctuation varies with dialect. Have a look at some
typical guides below for a better idea.
 Punctuation Guide US
 Punctuation Guide: British versus American
 University of Sussex: Punctuation Guide

 How to teach punctuation in the EFL classroom?
 Categorise punctuation according to level.
 Take out punctuation from a text and ask students to put it in the
correct place.
 Do a running dictation - this is where groups of students work
together to recreate a passage. The passage is normally displayed
somewhere on the wall in a classroom. Make sure the passage has
zero punctuation. When the students work collaboratively they
need to try and insert punctuation in the correct places.
v=AvmDJ59GwUU&feature=emb_imp_woyt

ML 1 rehcs complete level 5для нас.pptx

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