1. Verb 'to be' (am/is/are)

Objective: At the end of this lesson, a student will be able to introduce themselves and others, state their profession or nationality, describe basic feelings, and ask and answer simple questions about identity and location.

Key Concepts:

Positive Forms: I am, You are, He/She/It is, We are, They are.

Negative Forms & Contractions: I am not (I'm not), You are not (You aren't), He is not (He isn't).

Question Forms: Am I...?, Are you...?, Is he...?.

Teaching Focus: This is the most fundamental verb in English. Emphasize its role in defining existence and identity. A common challenge for beginners is remembering which form corresponds to each subject pronoun.

2. Subject Pronouns & Nouns

Objective: The student will be able to replace a person's name or an object with the correct pronoun to avoid repetition and identify the subject of a sentence. They will also be able to form basic plural nouns.

Key Concepts:

Subject Pronouns: I, you, he, she, it, we, they.

Singular Nouns: A single person, place, or thing (e.g., book, student).

Basic Plural Nouns: Add "-s" or "-es" to make more than one (e.g., books, boxes).

Teaching Focus: Directly link these pronouns to the forms of the verb 'to be' that were just taught. For example, Maria is she, so Maria is a doctor becomes She is a doctor.

3. Articles: 'a' / 'an'

Objective: The student will be able to correctly use 'a' or 'an' when referring to a single, general person or thing.

Key Concepts:

Use 'a': Before a consonant sound (e.g., a car, a university).

Use 'an': Before a vowel sound (e.g., an apple, an hour).

Meaning: Used for one general, non-specific thing.

Teaching Focus: This concept is about singularity and being non-specific. It answers the question "What is this?" with "It's a book," not "It's the book" (which implies a specific one).

4. Demonstratives: 'this', 'that', 'these', 'those'

Objective: The student will be able to point out and identify objects based on their proximity (near or far) and number (singular or plural).

Key Concepts:

Singular: this (for something near), that (for something far).

Plural: these (for things near), those (for things far).

Structure: Use with the verb 'to be' (e.g., This is my pen, These are my keys).

Teaching Focus: This is a very physical and visual part of grammar. Using objects in the classroom or images is highly effective.

5. Possessive Adjectives

Objective: The student will be able to express ownership and relationships between people and objects.

Key Concepts:

Forms: my, your, his, her, its, our, their.

Rule: Always followed by a noun (e.g., my book, her car).

Purpose: Shows who something belongs to (possession).

Teaching Focus: Stress that these words must be followed by a noun (my book, not just my). A common point of confusion is its (possessive) vs. it's (it is).

6. Simple Present Tense

Lesson 7

Teaching Focus: This is the most important action tense for beginners. The third-person "-s" and the use of do/does are the biggest challenges and require significant practice.

7. Basic 'Wh-' Questions

Objective: The student will be able to ask for specific information about people, places, things, and time.

Key Concepts:

Question Words: What, Where, When, Who, Why, How.

Structure with 'be': Question Word + be + subject? (e.g., Where are you?).

Structure with 'do/does': Question Word + do/does + subject + base verb? (e.g., What do you want?).

Teaching Focus: Show how these words are placed at the beginning of a sentence, followed by the inverted question structure they already know from 'to be' or the new structure with do/does.

8. Prepositions of Place & Time

Objective: The student will be able to describe the location of objects and when events occur in a simple way.

Key Concepts:

For Place: in (inside), on (on a surface), at (a specific point).

For Time: at (for clock times), on (for days and dates), in (for months, years, seasons).

A common preposition: under.

Teaching Focus: Use diagrams and clear, contrasting examples (e.g., in the box vs. on the box). These are best learned in chunks and with visual aids.

9. 'There is' / 'There are'

Objective: The student will be able to state the existence of one or more things in a particular place.

Key Concepts:

Singular: There is is followed by a singular noun (e.g., There is a cat).

Plural: There are is followed by a plural noun (e.g., There are three cats).

With 'some' and 'any': Use some for positive plural statements and any for negatives and questions.

Teaching Focus: Clarify that this structure is about existence, not location. "It is on the table" describes the location of a known object, while "There is a book on the table" announces the object's existence in that location.

10. Modal Verb: 'can' / 'can't'

Objective: The student will be able to talk about their abilities and ask about the abilities of others.

Key Concepts:

Positive (Ability): Subject + can + base form of the verb (e.g., I can swim).

Negative (No Ability): Subject + can't + base form of the verb (e.g., He can't drive).

The focus can be on vocabulary for different skills (e.g., swim, drive, speak English, cook).