11. Present Continuous

Objective: The student will be able to describe actions that are happening at the exact moment of speaking, or around the present time, and differentiate them from daily routines.

Key Concepts:

1. Form: Subject + am/is/are + verb with -ing ending (e.g., I am working, She is reading).

2. Use for "Now": Describes actions happening at the moment of speaking, often with words like now or at the moment.

3. Use for "Around Now": Describes temporary situations or projects happening in the present period (e.g., I'm reading a great book this week.).

12. Past Simple

Objective: The student will be able to talk about completed actions, events, and situations in the past.

Key Concepts:

1. Past of 'be': The verb 'to be' has its own past forms: was and were.

2. Regular Verbs: Form the past tense by adding -ed (e.g., walked, studied, played).

3. Irregular Verbs: Many common verbs have unique past forms that must be memorized (e.g., went, saw, ate, had).

13. Countable & Uncountable Nouns

Objective: The student will be able to correctly use quantifiers like some, any, much, and many with different types of nouns.

Key Concepts:

1. The Difference: Differentiate nouns you can count (one apple, two apples) from those you cannot (water, rice, information).

2. Questions: Use How many for countable nouns (How many books?) and How much for uncountable nouns (How much time?).

3. Quantifiers: Use some and any for both types. Use many and a few for countable nouns; use much and a little for uncountable nouns.

14. Comparative & Superlative Adjectives

Objective: The student will be able to compare two or more people, places, or things.

Key Concepts:

1. Comparatives (comparing two things): Add -er to short adjectives (faster) or use more with long adjectives (more beautiful). Always use than.

2. Superlatives (comparing three or more things): Use the + -est for short adjectives (the fastest) or the most with long adjectives (the most beautiful).

3. Irregular Forms: A few key adjectives have irregular forms: good → better → the best and bad → worse → the worst.

15. Future Forms (will vs. be going to)

Objective: The student will be able to express future plans, intentions, predictions, and spontaneous decisions.

Key Concepts:

1. be going to: Used for pre-decided plans and intentions made before the moment of speaking (e.g., I'm going to travel to Spain next month.).

2. will for Decisions: Used for spontaneous decisions made at the moment of speaking (e.g., "The phone is ringing." "I'll get it.").

3. will for Predictions: Used for predictions based on opinion or general belief (e.g., I think it will be cold tomorrow.).

16. Zero Conditional

Objective: The student will be able to talk about general truths, scientific facts, and situations where one condition always results in the same outcome.

Key Concepts:

1. Form: If + Simple Present, ... Simple Present.

2. Use: For facts, habits, and rules that are always true. The result is certain and happens every time the condition is met (e.g., If you heat ice, it melts.).

3. Flexibility: 'If' can often be replaced by 'when' with little or no change in meaning (e.g., When I drink coffee late, I can't sleep.).

17. First Conditional

Objective: The student will be able to talk about real and possible situations in the future and their likely results.

Key Concepts:

1. Form: If + Simple Present, ...will / won't + base verb.

2. Use: For a specific, possible situation in the future. The result is likely, but not a 100% guaranteed fact (e.g., If I miss the bus, I will be late.).

3. Variations in Result: The result clause can also use other modals like can, might, or should, or the imperative mood (e.g., If you're free later, we can go for a walk.).

18. Adverbs of Frequency

Objective: The student will be able to describe how often they do certain activities.

Key Concepts:

1. The Words: A scale from 100% to 0%: always, usually, often, sometimes, rarely, never.

2. Position with Main Verbs: Place the adverb before the main verb (e.g., I always eat breakfast.).

3. Position with Verb 'be': Place the adverb after the verb 'be' (e.g., He is always late.).

19. Object Pronouns & Possessives

Objective: The student will be able to correctly differentiate between subject pronouns, object pronouns, and possessive adjectives.

Key Concepts:

1. Subject Pronouns (Do the action): I, you, he, she, it, we, they. (e.g., She called me.).

2. Object Pronouns (Receive the action): me, you, him, her, it, us, them. (e.g., She called me.).

3. Possessive Adjectives (Show ownership): my, your, his, her, its, our, their. Must be followed by a noun. (e.g., That is my book.).

20. Present Perfect (Introduction)

Objective: The student will be able to talk about past experiences that are relevant to the present, without specifying when they happened.

Key Concepts:

1. Form: Subject + have/has + Past Participle (e.g., I have seen that movie.).

2. Use for Life Experience: Talk about things you have or have not done in your life, often with ever and never (e.g., Have you ever been to Japan?).

3. Contrast with Past Simple: The Present Perfect is for an unspecified time in the past (I have been to Italy), while the Past Simple is for a specific time (I went to Italy in 2019).