Name: ______________________________________ Date: _____________________________

Curriculum Guide
Intermediate 2

Intermediate 2 is based on the fifth book (orange) of the Outlook series.

There are 16 units. The Intermediate 2 course is divided into three months
Intermediate 2-1 (501), Intermediate 2-2 (502), and Intermediate 2-3 (503).
Each month consists of 18, 2 hour days.

Table of Contents

Guidelines

Curriculum Guides
Intermediate 2-1 Page 2
Intermediate 2-2 Page 4
Intermediate 2-3 Page 6

Pronunciation

Teaching Link Instructions

Phrasal Verbs

Page 27

PPP Lesson Plan

Page 29

Reading
Vocabulary
Listening
Writing
Workbook

Page 8
Page 10
Page 10
Page 10
Page 13

Teaching 4 Paragraph Essay

Instructions
Essay Outline
Essay Topics

Page 14
Page 17
Page 18

ED Handout

Page 22
Page 23
Page 26

Lesson Plan Outlines

Intermediate 2-1 Page 31
Intermediate 2-2 Page 37
Intermediate 2-3 Page 44
Appendices
Writing Folders

Page 50

Name: ______________________________________ Date: _____________________________

Curriculum Guide Intermediate 2-1

Day 1 Get to know the students
Games, Activities, Review
Day 2 Unit 1 Smart Housing
Day 3 Unit 1
Assign Writing Unit 1
Day 4 Unit 1
Day 5 Unit 2 The Working World
Day 6 Unit 2
Assign Writing Unit 2
Check Writing Unit 1
Day 7 Unit 2
Day 8 Composition Lesson (See instructions in this guide)
Day 9 Unit 3 Followers of Fashion
Day 10 Unit 3
Assign Writing Unit 3
Check Writing Unit 2
Day 11 Unit 3
Check Composition Outline
Day 12 Unit 4 Thats Entertainment!
Day 13 Unit 4
Assign Writing Unit 4
Check Writing Unit 3
Day 14 Unit 4
Composition first draft is due collect folders to correct outside class
Day 15 Unit 5 Where on Earth?
Day 16 Unit 5
Check Writing Unit 4

Name: ______________________________________ Date: _____________________________

Day 17 Review Units 1 5 for the Intermediate 2-1 Quiz

Final Composition due
All writing should be complete
Collect and check all folders out of class assign grade
Day 18 Intermediate 2 Quiz 1
Writing folders must be turned in along with corrected quizzes

Name: ______________________________________ Date: _____________________________

Curriculum Guide Intermediate 2-2

Day 1 Get to know the students
Games, Activities, Review
Day 2 Unit 6 On Your Marks
Day 3 Unit 6
Assign Writing Unit 6
Day 4 Unit 7 Wheels, Wings, and Other Things
Day 5 Unit 7
Assign Writing Unit 7
Day 6 Catch Up / Review
Check Writing Unit 6
Assign - Four Paragraph Composition
Day 7 Unit 8 The World Around Us
Day 8 Unit 8
Assign Writing Unit 8
Day 9 Unit 9 In Store Innovations
Check Composition Outline
Day 10 Unit 9
Assign Writing Unit 9
Day 11 Catch Up / Review
Check Writing Unit 8
Day 12 Unit 10 The Things They Do For Us
Check Writing Unit 9
Day 13 Unit 10
Day 14 Unit 11
Composition First Draft due collect folders to correct outside of class
Day 15 Unit 11
Day 16 Catch Up / Review

Name: ______________________________________ Date: _____________________________

Day 17 Review Units 6 - 11 for the Intermediate 2-2 Quiz

Composition Final Draft due
Collect and check all folders out of class assign grade
Day 18 Intermediate 1-2 Quiz
Writing folders must be turned in along with corrected quizzes

Name: ______________________________________ Date: _____________________________

Curriculum Guide Intermediate 2-3

Day 1 Get to know the students
Games, Activities, Review
Day 2 Unit 12 Wish You Were Here!
Day 3 Unit 12
Assign Writing Unit 12
Day 4 Unit 12
Assign Four Paragraph Composition
Day 5 Unit 13 Fighting Fit
Day 6 Unit 13
Assign Writing Unit 13
Check Writing Unit 12
Day 7 Unit 13
Check Composition Outline
Day 8 Unit 14 Food, Glorious Food
Day 9 Unit 14
Assign Writing Unit 14
Check Writing Unit 13
Day 10 Unit 14
Day 11 Unit 15 Lessons to Learn
Day 12 Unit 15
Assign Writing Unit 15
Check Writing Unit 14
Day 13 Unit 15
Composition First Draft due collect folders to correct outside of class
Day 14 Unit 16 In the Name of Progress
Day 15 Unit 16
Check writing Unit 15

Name: ______________________________________ Date: _____________________________

Day 16 Unit 16
Day 17 Complete Review of Units 1 16 for Final
Final draft of essay due
All writing should be complete
Collect essays to check outside of class- assign grade
Day 18 Intermediate 2 Final, Units 1-16
Writing folders must be turned in along with corrected quizzes

Name: ______________________________________ Date: _____________________________

Teaching the Skill Links

Each unit in the Outlook series is divided into six links:

Reading Link
Vocabulary Link
Grammar Link
Listening Link
Speaking Link
Writing Link

Each link needs to be taught in a specific way to help your students learn the
most from each unit. Hints and procedures are given below.
The series also includes a workbook. Hints and procedures are also provided
for the use of the workbook.
The Reading Link
Our texts, as do much research, suggest that students retain more if they first
read an article, story, or piece of writing silently. Thus the following is the
suggested way that you handle the reading section of each unit.
The Reading Link (B)
Have a student read the instructions and the question that is to be
remembered as the students read.
Have various students repeat the question, so that you are sure they
understand what they are supposed to remember. Also emphasis that
they are to read the entire article, not just until they find the answer.
Inform the students that they are supposed to read for gist or the
main idea(s). They should not focus on words they dont know and
definitely they should not be looking up words as they read.
Time the students at first decide on a reasonable time, maybe 2
minutes. Depending on the size of the reading, and the level of the

Name: ______________________________________ Date: _____________________________

students, over time, decrease the time allotted, encouraging students to

continue trying to read a little faster.
Following the reading, ask students the answer to the question. Have
them indicate where they found the answer, reading the section of the
text that reveals the answer.
Then ask students for words that they dont understand. Write each
word on the right side of the board, under the heading Vocabulary.
Do not give the meaning to any words, until all the problem words have
been listed. This ensures that you have all the students attention
before you go over the words. It also gives the students a chance to
write the words in their notebooks, should they desire to do so.
Then try to explain the meanings of the words. Use mime, drawings,
and synonyms, and other way that you can think of to explain the
meaning. When and if all else fails, especially in Basic 1, use Spanish, or
have a student give the Spanish equivalent. However, this should only
be done as a last resort.
Finally, have students read the story, having as many students as
possible read a part of the story. As they read, keep track of any
pronunciation errors either on a tablet, or on the board. Following the
reading, correct the pronunciation.

The Reading Link (C)

Whenever you have students answer the questions about a story, you have
them justify their answer. The way you do this depends on the nature of the
questions.
If they are to answer true or false, or they are to answer a question with them
a sentence, have them underline where they found the answer. When they
indicate their answer, have them read where they found the answer. This
gives you another opportunity to increase student talk time (STT) and to check
on pronunciation. Be sure that all answers are complete sentences. It often
helps to have students right their sentences (one student for each question) on
the board, so that you can correct any grammatical errors for the benefit of
the whole class.

Name: ______________________________________ Date: _____________________________

If it is an exercise where students have to decide on what sentence best fits in

a blank in the story, have the students tell you why they chose the answer that
they selected. Use every opportunity to increase STT.

The Vocabulary Link

Once again, you want to maximize every opportunity to increase STT. Always
have students read the instructions never read the instructions yourself. In
the first exercise D, have the students circle the word in the reading where
the word occurs. Then when you call on a student to give you the answer,
have them also read the sentence where the word occurs. They should
determine the meaning of the word from the context. Work to encourage
students to consider context whenever they encounter unfamiliar words.

The Listening Link

Before starting the CD, be sure to go over the instructions carefully with the
student. Have them go over each question, being sure they understand the
question and know what they are listening for.
It is a good practice to take notes yourself, and ask additional questions about
the listening piece.

The Writing Link

The writing link is an essential part of student learning. However, it is time
consuming and therefore difficult to do in the time allotted for each unit. Thus
it is best relegated to home work. The following guidelines should be followed:
Have the students do the writing exercise in the student book.
Then have them open their writing folder and go over the outline for the
writing exercise.
Set a deadline using the curriculum guide to assign the deadline.

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When they bring it in for correction, make the corrections with the
student. You should use a red pen to mark errors or fixes in the writing.
You can do this at the beginning of the class. You should have a task for
the other students to do while you are checking writings. The
curriculum guide is set up, so that students should be able to work on
their workbooks during this time.
Once corrected, the student should re-write the writing a second time
without errors, incorporating the fixes done in the initial writing. A
writing is not complete until the second draft is completed it is an
essential step in the writing process.
If students do all the required writing to your satisfaction, including the rewrites, he/she should be awarded full points for their writing grade. You
should not accept writing that is obviously copied from the Internet, or is the
work of another student.
The pages for the writing units are included in the appendix. They should be
reproduced and given to the students. Either provide each student with a
folder to put the pages in, or ask the students to provide their own folder. An
inexpensive manila folder with a clasp is all that is needed.

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Name: ______________________________________ Date: _____________________________

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Name: ______________________________________ Date: _____________________________

The Workbook
The workbook should be done in class. It is additional practice in the use of the
vocabulary and the grammar.
As often as possible, have students work on the workbook as you correct
writing assignments. The curriculum guide is set up to facilitate this.
It is often effective to have students answer the questions on the fly. If
you find an exercise is too difficult then give students time to work it out
before going over the exercise as a class.
If you see that they are having extreme difficulty, then you need to
review the grammar and off additional guided practice.

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Teaching Four Paragraph Compositions

Your students will be required to write two essays at this level. The first will be
written together as a class, with your guidance. The second will be an
individual writing assignment. The writing grade for this level will be based on
the four writings from the Outlook book and this essay.
A list of suggested topics is provided. You can choose the topic you wish to use
for teaching purposes, and for the individual essays from this list, or you can
choose a topic of your own. If you prefer, you can allow your students to pick
their own topics from the list that you provide.
Writing is a process. You must work through the process with your students.
You must also monitor each stage of the process. All of these products
(Outline, first draft with editing, and second draft) should be included in their
writing folders. The stages are:
1. Select a topic a list of possible topics is included in this guide
2. Students create an outline have your students use the attached outline
to assist them.
Students decide what position they wish to take
They decide what their main arguments will be
They decide what their conclusion will be
3. Students write their first draft
4. Edit the draft you can use all or any of these
Self-edit
Teacher edit
Peer edit in pairs
5. Students re-write their compositions.
Teacher Lead Essay
The following is an outline of the steps you want to guide your students
through. You final objective is to create the essay as a class. The purpose is to
illustrate how they should approach their essay assignment.
Introduce the topic you wish to write about.
Pass out the handout Guidelines for Writing Essays
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Name: ______________________________________ Date: _____________________________

* Go through the handout to help students understand the format

of the essays that they will be writing. They should put this
handout in their writing folder
Help students create the outline
* Pass a copy of the composition outline to each student
* Brainstorm with the class each part of the outline
* Emphasize the creation of the thesis and the topic sentences
Now, as a class, write the introduction on the board.
* Call up students to begin the process.
* Have the class offer suggestions until the paragraph is complete.
* Pass out a sheet of blank paper to each student. Students should
then write the paragraph so they have an example of a completed
essay.
Now have a student write the first topic sentence on the board
* With the class have a student or students flesh out the paragraph
using the information from their outline
* Once completed have all students write the paragraph as a
continuation of their essay.
Go through the same process with the second paragraph in the body.
Finally, go through the same process to produce the conclusion
Students should then have an outline and a completed essay as a
model for writing their own essay. Both the outline and the essay
should be in their writing folders.
Finally assign the topic for the individual essays in whatever way you choose:
* You select a topic for the class
* You allow students to pick a topic for the whole class from a list that you
provide
* You allow each student to pick his/her own topic from a list that you
provide
You must now monitor the process. The curriculum guide provides suggested
deadlines so that their work stays on target.
Class time will be required for you to check the outlines. Be sure
students have a task to perform while you check each students outline.
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When the first draft is due, collect the writing folders to correct them
outside of class. It will take too much class time to correct in class. If
you decide on peer editing, then you must build in time in your lesson
plan to accommodate this.
You can check the final drafts outside of class. You can then decide if
student should receive full credit. Full credit should be awarded if the
student has completed all the steps successfully. At this level, you can
award points on the following basis:
* Structure
* Grammar / Spelling
* Content
Writing folders must be turned in with the quizzes along with all other
materials.

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Name: ______________________________________ Date: _____________________________

Composition Outline

I. Introduction

State the Question

Supporting
Background
Thesis
Your Position
A. Topic Sentence

Suppointing Point

II. Body

Detail 1

Detail 2

B. Topic Sentence

Suppointing Point

Detail 1

Detail 2

III. Conclusion

Re-state the
Question
Summary of
Supporting Points
Global Statement suggestions or call
for action

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Name: ______________________________________ Date: _____________________________

Possible Composition Topics

1. Do you agree or disagree with the following statement? The invention of the
Internet has had negative effects on your civilization. Use specific reasons
and examples to support your opinion.
2. When people succeed in life, it is because of hard work. Being lucky has
nothing to do with success in life." Do you agree or disagree with the
quotation above? Use specific reasons and examples to explain your
position.
3. Some people think that they can learn better by themselves than with a
teacher. Others think that it is always better to have a teacher. Which do you
prefer? Use specific reasons to develop your essay.
4. Some people prefer to cook at home. Other people prefer to eat out. Which
do you prefer? Use specific reasons and examples to support your answer.
5. It is better for children to grow up in the countryside than in a big city. Do
you agree or disagree? Use specific reasons and examples to develop your
essay.
6. Do you agree or disagree with the following statement? People should
sometimes do things that they do not enjoy doing. Use specific reasons and
examples to support your answer.
7. Some people believe that the Earth is being harmed (damaged) by human
activity. Others feel that human activity makes the Earth a better place to
live. What is your opinion? Use specific reasons and examples to support
8. Some people spend their entire lives in one place. Others move a number of
times throughout their lives, looking for a better job, house, community, or
even climate. Which do you prefer: staying in one place or moving in search
of another place? Use reasons and specific examples to support your opinion.
9. Learning about the past has no value for those of us living in the present. Do
you agree or disagree? Use specific reasons and examples to support your
answer.
10.The expression "Never, never give up" means to keep trying and never stop
working for your goals. Do you agree or disagree with this statement?
11.Some people think that human needs for farmland, housing, and industry are
more important than saving land for endangered animals. Do you agree or
disagree with this point of view? Why or why not? Use specific reasons and
examples to support your answer.
12.Do you agree or disagree with the following statement? Face-to-face
communication is better than other types of communication, such as letters,
E-mail, or telephone calls. Use specific reasons and details to support your
answer.

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13.Some people like to do only what they already do well. Other people prefer
to try new things and take risks. Which do you prefer? Use specific reasons
and examples to support your choice.
14.Do you agree or disagree with the following statement? One should never
judge a person by external appearances. Use specific reasons and details to
support your answer.
15.Some people are always in a hurry to go places and get things done. Other
people prefer to take their time and live life at a slower pace. Which do you
prefer? Use specific reasons and examples to support your answer.
16.Do you agree or disagree with the following statement? Parents or other
adult relatives should make important decisions for their older (15 to 18yearold) teenage children. Use specific reasons and examples to support your
opinion.
17.Do you agree or disagree with the following statement? Classmates are a
more important influence than parents on a child's success in school. Use
specific reasons and examples to support your answer.
18.Many teachers assign homework to students every day. Do you think that
daily homework is necessary for students? Use specific reasons and details
to support your answer.
19.Some people say that computers have made life easier and more convenient.
Other people say that computers have made life more complex and stressful.
What is your opinion? Use specific reasons and examples to support your
answer.
20.Do you agree or disagree with the following statement? Children should
begin learning a foreign language as soon as they start school. Use specific
reasons and examples to support your position.
21.Do you agree or disagree with the following statement? Boys and girls
should attend separate schools. Use specific reasons and examples to support
your answer.
22.Some people say that the Internet provides people with a lot of valuable
information. Others think access to so much information creates problems.
Which view do you agree with? Use specific reasons and examples to
support your opinion.
23.Do you agree or disagree with the following statement? Telephones and Email have made communication between people less personal. Use
24.Some people prefer to live in places that have the same weather or climate
all year long. Others like to live in areas where the weather changes several
times a year. Which do you prefer? Use specific reasons and examples to
support your choice.
25.Do you agree or disagree with the following statement? Dancing plays an
important role in a culture.
26.Some people think governments should spend as much money as possible
exploring outer space (for example, traveling to the Moon and to other
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Name: ______________________________________ Date: _____________________________

planets). Other people disagree and think governments should spend this
money for our basic needs on Earth. Which of these two opinions do you
agree with? Use specific reasons and details to support your answer.
27.Schools should ask students to evaluate their teachers. Do you agree or
disagree? Use specific reasons and examples to support your answer.
28.Some people believe that the best way of learning about life is by listening to
the advice of family and friends. Other people believe that the best way of
learning about life is through personal experience. Compare the advantages
of these two different ways of learning about life. Which do you think is
preferable? Use specific examples to support your preference.
29.When people move to another country, some of them decide to follow the
customs of the new country. Others prefer to keep their own customs.
Compare these two choices. Which one do you prefer? Support your answer
with specific details.
30.Some people prefer to spend time with one or two close friends. Others
choose to spend time with a large number of friends. Compare the
advantages of each choice. Which of these two ways of spending time do
you prefer? Use specific reasons to support your answer.
31.Some people think that the family is the most important influence on young
adults. Other people think that friends are the most important influence on
young adults. Which view do you agree with? Use examples to support your
position.
32.Do you agree or disagree with the following statement? People behave
differently when they wear different clothes. Do you agree that different
clothes influence the way people behave? Use specific examples to support
your answer.
33.Decisions can be made quickly, or they can be made after careful thought.
Do you agree or disagree with the following statement? The decisions that
people make quickly are always wrong. Use reasons and specific examples
to support your opinion.
34.Some people trust their first impressions about a person's character because
they believe these judgments are generally correct. Other people do not
judge a person's character quickly because they believe first impressions are
often wrong. Compare these two attitudes. Which attitude do you agree
with? Support your choice with specific examples.
35.Do you agree or disagree with the following statement? People should read
only those books that are about real events, real people, and established
facts. Use specific reasons and details to support your opinion.
36.Do you agree or disagree with the following statement? There is nothing that
young people can teach older people. Use specific reasons and examples to
support your position.

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Name: ______________________________________ Date: _____________________________

37.Do you agree or disagree with the following statement? Only people who
earn a lot of money are successful. Use specific reasons and examples to
support your answer.
38.Do you agree or disagree with the following statement? Children should be
required to help with household tasks as soon as they are able to do so. Use
specific reasons and examples to support your answer.
39.Do you agree or disagree with the following statement? Playing a game is
fun only when you win. Use specific reasons and examples to support your
40.. Do you agree or disagree with the following statement? It is better to be a
member of a group than to be the leader of a group. Use specific reasons and
examples to support your answer.
41.Do you agree or disagree with the following statement? Playing games
teaches us about life. Use specific reasons and examples to support your
answer.
42.Do you agree or disagree with the following statement? Watching television
is bad for children. Use specific details and examples to support your
answer.
43.Do you agree or disagree with the following statement? A zoo has no useful
purpose. Use specific reasons and examples to explain your answer. In some
countries, people are no longer allowed to smoke in many public places and
office buildings. Do you think this is a good rule or a bad rule? Use specific
reasons and details to support your position.
44.When famous people such as actors, athletes and rock stars give their
opinions, many people listen. Do you think we should pay attention to these
opinions? Use specific reasons and examples to support your answer.
45.Is the ability to read and write more important today than in the past? Why
or why not? Use specific reasons and examples to support your answer.
46.It is sometimes said that borrowing money from a friend can harm or
damage the friendship. Do you agree? Why or why not? Use reasons and
specific examples to explain your answer.
47.Some students like classes where teachers lecture (do all of the talking) in
class. Other students prefer classes where the students do some of the
talking. Which type of class do you prefer? Give specific reasons and details
to support your choice.
48.Many people have a close relationship with their pets. These people treat
their birds, cats, or other animals as members of their family. In your
opinion, are such relationships good? Why or why not? Use specific reasons
and examples to support your answer.

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Name: ______________________________________ Date: _____________________________

GUIDELINES FOR WRITING ESSAYS

INTRODUCTION

GENERAL
State the question
Supporting background
STATE YOUR THESIS

BODY #1

SPECIFIC

GENERAL

Topic Sentence 1
SUPPORTING POINT
Supporting Detail
Supporting Detail
SPECIFIC

BODY #2

GENERAL

Topic Sentence 2
SUPPORTING POINT
Supporting Detail
Supporting Detail

CONCLUSION

RE-STATE THESIS

Summarize Main Ideas

SPECIFIC

SPECIFIC

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Teaching Pronunciation
Vowel Sounds
As you teach long and short vowel sounds, you should introduce a symbol to
represent each sound. Before the use of the phonetic alphabet for
pronunciation, a long vowel sound was indicated by a dash, -, above the
vowel, or . This is a good symbol to use. Short vowels were indicated by a
small u-shaped form above the vowel, or .
From then one, when a student mispronounces a vowel, you can write the
word on the board phonetically and with the appropriate vowel sound
indicated. Have the student try to re-pronounce the word correctly.
Another was to correct a student is to simply say, long A, or short e and
they are then able to self-correct.

Pronunciation Problems
These are three pronunciation problems that you should address as soon as
you hear the error in Basic 1 and every thereafter. Once you have addressed
the error, you should correct the error every time that you hear a student
make the mistake. This is important. Without correction, these errors will
become habits and will persist even into the advanced and fluency levels. You
must be persistent.
S at the beginning of words
Many Spanish words begin with es such as estudiante (student) and
estudiar (study). They often carry this pronunciation over to English.
For example you will hear:

Student estudent
Special especial
Still estill
Snake esnake

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You can find your own way to drawing attention to this error. However,
one way to address this is to ask the student what a snake says (ssss).
Then have them make this sound before pronouncing the word. From
then on, when you hear the mistake, just say ssss and the student will
know that they need to correct their pronunciation. Often other
students will do this when a fellow student makes the error, so that it
becomes easy to make the correction with little need for teacher
intervention.
S at the end of words
You will soon notice that many students do not pronounce s at the end
of words, whether they are plurals, or the third person singular. One
way to address this is to have the student repeat the word when he/she
drops the s.
Y and J
In spoken Spanish, these two sounds are often used interchangeably.
How this does transfer successfully to English. You will first hear this
problem with the words yes pronounced as jes and you
pronounced as Jew.
One way to address this problem is write up pairs of words and explain
the difference. Then practice the two words until students can say them
correctly. You can practice in unison and individually.

you / Jew
yoyo / Jo Jo
yam / jam
yawn / John
yen / Jen
young / jung(le)
yes / Jess
yellow / Jell-o

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th and r
There are two additional sounds that you should pay particular attention to.
One is the th sound and the other the r sound.
These two sounds will become particularly obvious with words like three,
thirteen, thirty, and thirsty, and birthday.
In trying to correct the th sound, make sure the student places his/her
tongue between his teeth. If you dont see his tongue, instruct him to show his
tongue to you. Actually have him bite his tongue if necessary.
To teach the pronunciation of r, have the students pucker, as if kissing
someone. It often helps to make little jokes about kissing. Use the word
pucker so that all you have to say in the future is pucker or pucker up.
This position of the mouth is in contrast to the Spanish r which requires the
speaker to stretch the mouth.

The final ed in regular verbs

The past simple is first taught in Basic 3. Students should have been taught
how to pronounce regular verbs ending in ed in Basic 3. However, many
students may still mispronounce these verbs. To prevent this from being
entrenched, you must continue to correct these mispronunciations vigorously.
There are rules to help students to know when to pronounce the ed as a
separate syllable, with a t sound, or with a d sound. A sheet that you can
provide to your students is shown below.

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Pronouncing the ed Ending

There are three ways to pronounce the ed at the end of verbs.

The only time you add a syllable is when the base form of the verb
ends with a t or d:
start started
[star tid]

fold folded
[fol did]

For all other verbs there is no additional syllable when you add ed.
The final sound of the verb is changed, however, to a t or a d.
Final sound is changed to t

Final sound is changed to a d

when the last sound of the verb

is:
k, ck, ch, sh, s, x, p, f

when the last sound of the verb

is:
m, n, l, z, b, g, r, v

talk
check
search
crash
kiss
fix
stop
puff

hum
plan
pull
buzz
rob
change
roar
save

talked [talkt]
checked [chekt]
searched [searcht]
crashed [crasht]
kissed [kist]
fixed [fixt]
stopped [stopt]
puffed [puft]

---------

hummed [humd]
planned [pland]
pulled [puld]
buzzed [buzd]
robbed [robd]
changed [changd]
roared [roard]
saved [savd]

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Teaching Phrasal Verbs

Phrasal verbs are very difficult for new English learners. They are a structure
unique to English and they are used extensively. There are a number of things
that students should be taught.
1. Phrasal verbs are composed of a verb and a participle(s). The participle
is either a preposition or an adverb.
2. A phrasal verb has a unique meaning, different from the meaning of the
verb alone.
3. Many phrasal verbs have more than one meaning, often many more
than one meaning. Consider the phrasal verb, to pick up.
4. There are four types of phrasal verbs.
Intransitive (no direct object)
The plane took off.
Separable (the direct object can follow the particle or separate the
verb and the particle).
She took off her clothes before going to bed.
She took her clothes off before going to bed.
Note: If the object is a pronoun, it must separate the verb and the
particle; it cannot follow the particle. Thus we can say she took
them off, but not she took off them.
Inseparable (The verb and the particle cannot be separated)
She got over her operation and she is up and running already.
Multi-part
He looks up to his father.

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Name: ______________________________________ Date: _____________________________

5. Depending on the meaning of a particular phrasal verb, it can change

type. See took off above as an example. It can be intransitive or
separable.
When you introduce new phrasal verbs, you must help them identify the type
so that they can learn to use them correctly. Unlike us, they cannot rely on the
way it sounds with lots of practice. For this reason they need to know the rules
that govern their use.
Have students practice using them in sentences so that they can learn to use
them correctly. Encourage them to keep lists and to review them periodically.

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Name: ______________________________________ Date: _____________________________

Extreme Methodology the PPP Plan

Within the framework of a PPP (presentation, practice, production) model, a
typical lesson, or part of a lesson, where a grammar point is the main focus,
might look like this:
Presentation Lead-in

This creates interest in the context which will be

used for exploring the grammar point. For
example, if the context is to be holidays, you might
bring in photographs, brochures or write some
relevant words on the board.

Contextualization During this stage, you set up an activity where the

Analysis of
grammar point

Practice

Controlled practice
activities

target language naturally occurs. You are seeking

to expose the students to the target language
incidentally and may do so through a game, a
reading text, a discussion or a listening activity.
The target language does not need to be used to
the exclusion of other forms at this stage. Students
may make mistakes in the target language or not
use it at all. The teacher may see opportunities to
re-phrase student responses in order to model the
correct form but is definitely not drilling or
correcting at this point. The teacher does not alert
the students to the fact that a particular language
item is the focus of the activity.
The teacher makes use of key sentences which
have been heard, spoken or read during the
previous phase. S/he will put these on the board
and explore the function / meaning through
appropriate concept check questions. When
exploring tenses, the use of timelines will be
helpful. Having established and summarized the
function for the students, the teacher will draw the
students attention to the form or structure of the
item.
At this stage the teacher provides a combination of
oral drills, pair work and/or a written activity (e.g.
gap fill) which forces the students to use the target
language. The teacher is looking for accuracy here
and if s/he detects that the students are making
too many errors, s/he may decide to revisit the
previous stage of the lesson.

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Name: ______________________________________ Date: _____________________________

Production

Free or freer
practice

The teacher sets up an activity which provides an

opportunity for the students to use the target
language alongside their existing range of language
competencies. The students are not forced to use
the target language but the teacher chooses an
activity which encourages the students to make
choices about the appropriate use of the target
language. The teacher can listen in and assess the
success of the process.

Use of the PPP Model

The outlook series is written around this model. Each Learning Link is designed
to fit into the PPP model. However, there is room to enhance the lessons.
Your main goal is to reduce Teacher Talk Time (TTT) as much as possible, with a
corresponding increase in Student Talk Time (STT) and Student Production
Time (SPT).
The following model lesson plans assist you in enhancing the lessons. There is
plenty of room for creativity. You can find some ideas in the Resource Library,
on the Internet, and from fellow teachers. As you find good ideas, please have
them placed in the Resource Library so that other teachers can benefit from
them.

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Name: ______________________________________ Date: _____________________________

Intermediate 2-1
Lesson Plan Models

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Name: ______________________________________ Date: _____________________________

Unit 1

Lead - In

Presentation

Contextualization

Introduction - Exercise A

Reading Link
Vocabulary Link

The Present - Present Continuous Present Perfect - Present Perfect Continuous

Be sure to use time lines to help illustrate
the difference between these tenses
Grammar Analysis

Teach the characteristics and types of

phrasal verbs - helping students to recognize
the type for each new phrasal verb

Practice

Assist students in keeping a list of phrasal

verbs with form, meaning, and an example

Grammar Link - H and I

Controlled Practice
Activity

Listening
Workbook

Production

Speaking Link
Writing Link

Free or Freer
Practice

Create an activity or game to practice the

use of the four present tenses
Have students create sentences using the
new phrasal verbs
Use the new vocabulary as much as possible

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Name: ______________________________________ Date: _____________________________

Unit 2

Introduction - Exercise A
Lead - In

Presentation

Reading Link
Vocabulary Link
Contextualization

Simple Past - Past Continuous - Past Perfect Past Perfect Continuous

Grammar Analysis

See the Resource Library for an idea

Be sure to use time lines to help illustrate
the difference between these tenses

Practice

Grammar Link - H
Controlled Practice
Activity

Listening Link
Workbook

Production

Speaking Link
Writing Link

Free or Freer
Practice

Create an activity or game to practice using

these tenses

Use the new vocabulary as much as possible

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Name: ______________________________________ Date: _____________________________

Unit 3

Lead - In

Presentation

Contextualization

Grammar Analysis

Introduction - Exercise A

Reading Link
Vocabulary Link

Future with Will - Future Continuous Future Perfect - Future Perfect Continuous Present Simple with a Future Meaning
Present Continuous with a Future Meaning
Future with Going To
Future Clauses with When
Be sure to use time lines to help illustrate
the difference between these tenses

Practice

See Resource Library for an idea

Grammar Link - H and I

Controlled Practice
Activity

Listening Link
Workbook

Production

Speaking Link
Writing Link

Free or Freer
Practice

Create a game or activity to practice the

these tenses

Use the new vocabulary as much as possible

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Name: ______________________________________ Date: _____________________________

Unit 4

Introduction - Exercise A

Presentation

Lead - In

Contextualization

Reading Link
Vocabulary Link

Review of Tenses
Grammar Analysis

Be sure to use time lines to help illustrate

the difference between these tenses

Practice

Grammar Link - H and I

Controlled Practice
Activity

Listening Link
Workbook

Production

Speaking Link
Writing Link

Free or Freer
Practice

Create an activity or game to practice

the tenses
Use the new vocabulary as much as possible

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Name: ______________________________________ Date: _____________________________

Unit 5

Lead - In

Presentation

Contextualization

Introduction - Exercise A

Reading Link
Vocabulary Link

Modals - Ability, Obligation, and Necessity

Grammar Analysis

Teach the characteristics and types of

phrasal verbs - helping students to recognize
the type for each new phrasal verb

Be sure to use time lines to help illustrate

the difference between these tenses

Practice

Grammar Link - H and I

Controlled Practice
Activity

Listening Link
Workbook

Production

Speaking Link
Writing Link

Free or Freer
Practice

Create an activity or game to practice

these modals
Use the new vocabulary as much as possible
Have students create sentences using the
new phrasal verbs

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Name: ______________________________________ Date: _____________________________

Intermediate 2-2
Lesson Plan Models

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Name: ______________________________________ Date: _____________________________

Unit 6

Introduction - Exercise A

Presentation

Lead - In

Reading Link
Vocabulary Link
Contextualization

Passive Voice
Grammar Analysis

Practice

See the Resource Library for a teaching

idea

Grammar Link H, I and J

Controlled Practice
Activity

Workbook

Production

Speaking Link
Writing Link

Free or Freer
Practice

Create an activity to practice the use of the

passive voice - see the Resource Library for
some ideas

Use the new vocabulary as much as possible

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Name: ______________________________________ Date: _____________________________

Unit 7

Introduction - Exercise A

Presentation

Lead - In

Contextualization

Reading Link
Vocabulary Link

Comparatives and Superlatives

Grammar Analysis

See the Resource Library for a teaching idea

Practice

Prefer to and would rather than

Controlled Practice
Activity

Grammar Link - H
Grammar Link - I
Listening Link
Workbook

Production

Speaking Link
Writing Link
Create a game or activity to practice the use
of comparatives and superlatives
Free or Freer
Practice

See the Resource Library for ideas

Use the new vocabulary as much as possible

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Name: ______________________________________ Date: _____________________________

Unit 8

Lead - In

Presentation

Contextualization

Reading Link
Vocabulary Link

Passive II - Impersonal and Personal

Structures

Grammar Analysis

Practice

Introduction - Exercise A

Controlled Practice
Activity

Verbs with two objects (This is a confusing

unit - the two objects are simply a direct object
and an indirect object)

Grammar Link G
Grammar Link H
Listening Link
Workbook

Production

Speaking Link
Writing Link
These are light-weight topics - only provide
more practice if students appear to need it
Free or Freer
Practice
Use the new vocabulary as much as possible

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Name: ______________________________________ Date: _____________________________

Unit 9

Introduction - Exercise A
Lead - In

Presentation

Contextualization

Question Tags
Subject and Object Questions
Indirect Questions
Grammar Analysis

Practice

Reading Link
Vocabulary Link

Controlled Practice
Activity

You need to emphasize and reinforce the

change of word order for indirect questions.
This is confusing to native-Spanish speakers

Grammar Link F
Grammar Link G
Grammar Link H
Listening Link / Workbook

Production

Speaking Link
Writing Link

Free or Freer
Practice

It may be difficult to find a creative way to

practice these grammar points - unless your
student need more practice, don't worry
about free practice
See the Resource Library for ideas

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Name: ______________________________________ Date: _____________________________

Unit 10

Introduction - Exercise A

Presentation

Lead - In

Contextualization

Make-a-Wish still exists - have each student

find an interesting story and report on it

Reading Link
Vocabulary Link

Report Speech
Reporting Verbs

Grammar Analysis

See the Resource Library for a teaching idea

Adapt it as needed

Practice

Teach the characteristics and types of

phrasal verbs - helping students to recognize
the type for each new phrasal verb

Controlled Practice
Activity

Grammar Link - H
Grammar Link - I
Listening Link
Workbook

Production

Speaking Link
Writing Link

Free or Freer
Practice

Create an activity or game to practice

reported speech
See the Resource Library for ideas
Use the new vocabulary as much as possible
Have students create sentences using the
new phrasal verbs

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Name: ______________________________________ Date: _____________________________

Unit 11

Introduction - Exercise A

Presentation

Lead - In

Reading Link
Vocabulary Link
Contextualization

Teach the characteristics and types of

phrasal verbs - helping students to recognize
the type for each new phrasal verb

Relative Clauses
Grammar Analysis

Practice

Grammar Link - I, J and K

Controlled Practice
Activity

Listening Link
Workbook

Production

Speaking Link
Writing Link

Free or Freer
Practice

Create an activity or game to practice used to,

would
Use the new vocabulary as much as possible
Have students create sentences using the
new phrasal verbs

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Name: ______________________________________ Date: _____________________________

Intermediate 2-3
Lesson Plan Models

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Name: ______________________________________ Date: _____________________________

Unit 12

Introduction - Exercise A
Lead - In

Presentation

Reading Link
Vocabulary Link
Contextualization

Defining and Non-defining relative clauses

Second Conditional

Practice

Grammar Analysis

Grammar Link - H and I

Controlled Practice
Activity

Listening Link
Workbook

Production

Speaking Link
Writing Link
Free or Freer
Practice

Create an activity or game to practice the

relative clauses
See the Resource Library for some ideas
Use the new vocabulary as much as possible

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Name: ______________________________________ Date: _____________________________

Unit 13

Introduction - Exercise A

Presentation

Lead - In

Contextualization

Reading Link
Vocabulary Link

Conditionals
Grammar Analysis

See the Resource Library for some ideas

Practice

Teach the characteristics and types of

phrasal verbs - helping students to recognize
the type for each new phrasal verb

Controlled Practice
Activity

Grammar Link - H and I

Grammar Link - J and K
Listening Link
Workbook

Production

Speaking Link
Writing Link
Create a game or activity to practice the
use of conditionals
Free or Freer
Practice

See the Resource Library for an idea

Use the new vocabulary as much as possible

Have students create sentences using the
new phrasal verbs

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Name: ______________________________________ Date: _____________________________

Unit 14

Lead - In

Presentation

Contextualization

Introduction - Exercise A

Reading Link
Vocabulary Link

Articles - a,an, the

Talking in general
Talking about something specific
Determiners
Grammar Analysis

Practice

See the Resource Library for ideas

Grammar Link - H
Controlled Practice
Activity

Listening Link
Workbook

Production

Speaking Link
Writing Link

Free or Freer
Practice

Design and a game or activity to practice

the use of the articles / determiners
See the Resource Library for an idea
Use the vocabulary in this lesson as much
as possible

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Name: ______________________________________ Date: _____________________________

Unit 15

Lead - In

Presentation

Contextualization

Introduction - Exercise A

Reading Link
Vocabulary Link

Modals - Possibility and Certainly

Grammar Analysis

Practice

Grammar Link - H
Controlled Practice
Activity

Listening Link
Workbook

Production

Speaking Link
Writing Link
Create a game or activity to practice
these modals
Free or Freer
Practice
Use the new vocabulary as much as possible

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Name: ______________________________________ Date: _____________________________

Unit 16

Introduction - Exercise A

Presentation

Lead - In

Reading Link
Vocabulary Link
Contextualization

Causative

Practice

Grammar Analysis

Grammar Link - H and I

Controlled Practice
Activity

Listening Link
Workbook

Production

Speaking Link
Writing Link
Create an activity or game to practice the
cuasative
Free or Freer
Practice
Use the new vocabulary as much as possible

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Name: ______________________________________ Date: _____________________________

Writing Assignments
Intermediate 2-1 (501)

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Name: ______________________________________ Date: _____________________________

Unit 1
Letter Outline
You just moved to a small village, 20 miles from the nearest town.
Write a letter to your best friend telling him/her about your new
home.
(140-160 words)
Greeting
Paragraph 1
Paragraph 2
Paragraph 3
Paragraph 4
Closing

Dear (Anna),
General comments - ask how your friend is, say why
you are writing, etc.
Say some things about the the new house - describe it
and say what you think of it.
Say something about the area - what it's like and what
you think of it.
Say when you will see/write to your friend again.
Love, / Bye for now, / See you soon,
(Jane)

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Name: ______________________________________ Date: _____________________________

Unit 2
Letter Outline
Look at the advertisement on page 20 of your student book. Write
a letter applying for the advertised job.
(140-160 words)
Greeting
Paragraph 1
Paragraph 2
Paragraph 3
Paragraph 4
Closing

Dear Sir / Madam

Say why you are writing and how you heard about the
job.
Give personal details about yourself - education,
current job, etc.
Talk aboutyour experience and the reasons why you
would be good at the job.
Say when you are available and that you are looking
forward to their reply.
Sincerely, (your name)

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Name: ______________________________________ Date: _____________________________

Unit 3
Article Outline
Look at the advertisement on page 28 of your student book. Write
an article about your favorite piece of clothing.
(140-160 words)
Paragraph 1
Paragraph 2 / 3
Paragraph 4

Introduce the item you are going to write about.

Describe the item; say when/where you bought it,
write about when/where you wear the item.
Conclusion - say something general to end with.

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Name: ______________________________________ Date: _____________________________

Unit 4
Composition Outline
Write a composition about a social event you have been to recently.
(140-160 words)
Paragraph 1
Paragraph 2 / 3
Paragraph 4

Introduce the event - say what it was, where it was,

etc.
Describe the event - say what it was like, who was
there, what happened and what you thought about it.
Make a statement, summing up the event, or say
something general to end with.

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Name: ______________________________________ Date: _____________________________

Writing Assignments
Intermediate 2-2 (502)

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Name: ______________________________________ Date: _____________________________

Unit 6
Letter Outline
Look at the advertisement on page 54 of your student book. Write a
letter of inquiry asking for more information.
(160-180 words)
Greeting
Paragraph 1
Paragraph 2
Paragraph 3
Last Paragraph
Closing

Dear (Mr Barker),

Say where you saw the advertisement and why you
writing.
Say which class you are interested in and why.
Ask about the lessons.
Say you would like them to send you the information.
Say you are looking forward to their reply.
Yours sincerely, (your name)

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Name: ______________________________________ Date: _____________________________

Unit 7
Report Outline
Imagine you are going on a 500 mile journey. You can choose to make
your journey either by bus or by a small plane. Write a report about
which method of transportation you have chosen and why. Say what
you think will be the good/bad and easy/difficult things about your
journey.
(160-180 words)
Introduction
Section 1
Section 2
Conclusion

Say what the report is going to be about.

Say which method of transportation you have chosen
and give your reasons.
Give your opinion about the good/bad and
easy/difficult things about the journey.
Summarize your opinions and ideas.

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Name: ______________________________________ Date: _____________________________

Unit 8
Composition Outline
Write a composition on the following topic: There is too much garbage
on our streets, in our parks and in the country. What do you think can
be done to improve the situation?
(160-180 words)
Paragraph 1
Paragraph 2 / 3
Paragraph 4

Say something about the title - for example, whether

you agree or disagree or what your opinion is.
Make suggestions about how to imporve the situation
Remember to start a new paragraph for each idea.
Try to end by making a point - for example, what could
happen if we don't all do something to help.

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Name: ______________________________________ Date: _____________________________

Unit 9
Composition Outline
Write a composition giving your opinion about the following topic:
Some people prefer to shop in small towns, while others like to use
huge supermarkets.
(160-180 words)
Paragraph 1
Paragraph 2 - 4

Paragraph 5

Say what your general opinion is.

Give reasons for your opinion, saying what the
advantages and disadvantages are. Discuss a different
point in each paragraph.
Sum up what you think.

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Name: ______________________________________ Date: _____________________________

Writing Assignments
Intermediate 2-3 (503)

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Name: ______________________________________ Date: _____________________________

Unit 12
Letter Outline
Look at the advertisement on page 103 of your student book. Write
a letter to the company to find out more information. (160-180 words)
to the hotel manager.
Greeting
Paragraph 1

Dear Sir/Madam:
Say where and when you saw the advertisement.
Say why you are writing.
Paragraph 2
Ask some general questions about eco-tourism. Ask
more detailed questions about vacations. Give them
the information they ask for.
Closing Paragraph Ask them to send you the information you have asked
for.
Closing
Sincerely, (your name)

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Name: ______________________________________ Date: _____________________________

Unit 13
Letter Outline
Look at the partial letter from a friend on page 114 of your student
book. Write a letter to your friend offering suggestions and
recommendations about what he/she could do.
(160-180 words)
Greeting
Paragraph 1
Paragraph 2
Paragraph 3
Paragraph 4

Closing

Dear Sir/Madam,
Thank your friend for his/her letter and say that you
will try to help.
Give him/her advice about how to lose a little weight.
Give him/her suggestions about how to look better.
Say that you hope your letter will help and wish your
friend good luck. Say that you hope he/she enjoys
him/herself at the social event (wedding, party, etc).
With love / Best wishes,
(your name)

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Name: ______________________________________ Date: _____________________________

Unit 14
Report Outline
Write a report recommendinga suitable diet for students who are at
college and just starting to live on their own.
(160-180 words)
Introduction
Paragraph 2 - 4

Conclusion

Say what the report is about.

Write about your recommendations and suggestions.
Use a different paragraph for each point and don't
forget to use suitable headings.
Give your final thoughts on the subject.

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Name: ______________________________________ Date: _____________________________

Unit 15
Story Outline
Write a short story with the title: An Important Lesson to Learn
(160-180 words)
Paragraph 1
Paragraph 2 / 3
Paragraph 4

Set the scene for the story. Make it interesting , so the

reader will want to continue reading.
Develop your story, using a variety of tenses.
End your story and relate it back to the title.

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Name: ______________________________________ Date: _____________________________

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