Lesson 1: Word order of elements in simple sentences.

Lesson 2: Assertion and non-assertion, interrogative, imperative sentences and exclamation.

Lesson 3: Uses of auxiliary verbs.

Lesson 4: Echo questions (e.g. Are you hungry? Am I hungry? I´m starving!).

Lesson 5: Question tags.

– Lesson 5.1 After orders (e.g. Shut the window, will you?)

– Lesson 5.2 After requests (e.g. You’ll do the washing up today, won’t you?)

– Lesson 5.3 After suggestions (e.g. Let’s go to the cinema, shall we?)

– Lesson 5.4 Use of they in question tags after someone, somebody, everyone, etc. (e.g. someone’s knocking at the door, aren’t they?)

Lesson 6: Uses of auxiliary verbs in short responses.

– Lesson 6.1 To express surprise/interest and similarity (e.g. I don´t like horror films. Don´t you? Neither/Nor do I. Nor me. He´s going to the concert tonight. Is he? So am I. Me too)

– Lesson 6.2 To express surprise/interest and difference (e.g. I´d be happy to help. Would you? I wouldn´t. She hasn´t got an umbrella. Hasn´t she? I have.)

Lesson 1: Adjective or relative clauses

Lesson 1.1 Relative pronouns used to introduce these kinds of clauses: who, which, whose, that, where: revision and extension.

-Lesson 1.2 Use in defining relative clauses (e.g. He´s the man who/that owes me money)

-Lesson 1.3Omission of relative pronoun (e.g. They´re the shoes (which/that) I bought)

-Lesson 1.4 Use in non-defining relative clauses (e.g. The students, who are all relatively young, have made great progress this year)

-Lesson 1.5 Relative clauses with prepositions: position of preposition and difference in register: e.g. That´s the house in which she was born (formal); That´s the house she was born in (informal)

-Lesson 1.6 What as a relative pronoun meaning the thing that: (e.g. That´s not what I said)

– Lesson 1.7 Use of which to refer to a whole clause: (e.g. It was snowing so hard that we were sent home early from work, which was great)

Lesson 1: more /-er…than, as…as, not so/as…as, less/fewer …than (e.g. The exam was more difficult than we expected. He is less hardworking than I thought)

Lesson 2: The expression of two comparisons that change at the same time (e.g. The older I get, the more forgetful I become. The less interesting the subject is, the more bored the students become)

Lesson 3: The comparative of adverbs the most…./…the …est. (e.g. He runs more quickly than me)

Lesson 4: More and more, less and less and -er and -er to express gradual increase (e.g. More and more people are taking up gardening as a hobby. It´s getting harder and harder to find a good job)

Lesson 1: Revision and extension of conditional sentences: the “zero”, first, second and third conditional. Introduction to words other than if: unless and in case.

Lesson 1: Verb patterns and structures

Lesson 2: The use of gerunds (-ing ) and (to ) + infinitive. Revision and extension.

Lesson 3: Gerunds.

– Lesson 3.1 Uses of gerund as subject or object (e.g. Drinking too much is bad for your health. I hate spending money)

– Lesson 3.2 After prepositions (e.g. I´m interested in doing a course in computer science. Have you thought about going away this weekend?)

– Lesson 3.3 After verbs expressing like, dislikes and preferences (e.g. I love swimming, I detest playing tennis. I prefer dancing to running)

– Lesson 3.4 Differences between use of – ing and to + infinitive with verbs expressing likes, dislikes and preferences to generalize or refer to specific occasions (e.g.I hate swimming, but I love to swim in the sea when I´m on holiday).

Lesson 4: To + infinitive.

– Lesson 4.1 Purpose (e.g. People come to this school to learn languages)

– Lesson 4.2 After adjectives (e.g. It´s easy to understand)

– Lesson 4.3 In the structure It + adjective + for+ object + to + infinitive (e.g. It´s difficult for him to find time to do any sports as he works long hours)

– Lesson 4.4 After verbs expressing hypothetical likes, dislikes and preferences: (e.g. I´d love to come over to yours tonight. I´d hate to meet her when she´s angry. I´d prefer to be alone, if you don´t mind)

– Lesson 4.5 After wh-words (e.g. I don´t know what to do, He can´t think of where to go, I don´t know how to pronounce this word, etc.)

– Lesson 4.6 After nouns+ be (e.g. My aim is to travel the world. Her ambition is to become a worldfamous artist).

– Lesson 4.7 After compounds with some. any and no (e.g. There´s nothing to do. Isn´t there anywhere we can go?)

Lesson 5: Differences in use and structure between I´d prefer and I´d rather. (e.g. I´d prefer (not) to go, I´d rather (not) go. In short negative responses I´d rather not.)

Lesson 6: Verbs, verb phrase+-ing and verbs + to+infinitives. Verbs + bare infinitive (e.g. let, make)

Lesson 7: Verbs and common verbal phrases followed by + -ing (e.g. enjoy, avoid, involve, miss, spend, can´t stand, can´t help, can´t bear, etc.)

Lesson 8: Verbs and common verbal phrases followed by to + infinitive (e.g. can´t afford, plan, promise, manage, be able to, etc.)

Lesson 9: Verbs which change meaning: (e.g. forget, remember; I remembered to post the letter. I remember having a great time at school)

Lesson 1: Countable and uncountable nouns (e.g. furniture, advice, news, staff, research). Revision and extension.

– Lesson 1.1 Nouns that can be both countable and uncountable (e.g. paper vs. a paper).

– Lesson 1.2 Uncountable nouns always used in the plural: (e.g. belongings, congratulations, outskirts, clothes, surroundings).

Lesson 2: Use of the article: definite, indefinite and the omission of the article.

Lesson 3: Use of another / other, both, each, every, either, neither, all, none, no.

Lesson 4: Expressing quantity: revision and extension. Use of little vs a little, few vs a few.

Lesson 5: Use of enough, a lot / lots / not much / many /several / a great amount of /plenty of …

Lesson 6: Compound nouns: revision and extension.

-Lesson 6.1 One-word noun compounds e.g. toothbrush

-Lesson 6.2 Two-word noun compounds e.g. pocket money

-Lesson 6.3 Hyphenated noun compounds e.g. fortune-teller

Lesson 7: Expressing gender.

– Lesson 7.1 Nouns with a different form or ending for the masculine and the feminine. (e.g. niece, nephew; tailor, dressmaker; widow, widower) – Dual gender: (e.g. artist, adult, passenger, flight attendant, chairperson, firefighter).

Lesson 8: Nouns used as adjectives. (e.g. the head waiter, a steel bridge, the London Underground).

Lesson 9 : Revision and extension of use of possessive forms with ‘s, and of two word noun + noun combinations.

– Lesson 9.1 Expressing time (e.g. It´s twenty minutes´ walk to the station, a week´s holiday etc.)

– Lesson 9.2 Differences in meaning: noun+noun vs. of (e.g. a bottle of water vs. a water bottle)

– Lesson 9.3 Use of of when referring to parts: (e.g. the beginning of the book, the end of the film, the outskirts of town, the top of the building)

– Lesson 9.4 Local genitive (e.g. at my sister’s, St Peter’s, at the butcher´s).

Lesson 10: Uncommon Noun suffixes: – ability (suitability), – ance/-ence (tolerance, independence): -ness (happiness), -tion (attention), -cian (electrician), -ity (complexity), -ility (responsibility), -ment (entertainment), -hood (neighbourhood), -ship (friendship).

Lesson 1: Position and order of adjectives. Predicative and attributive adjectives (e.g. I was afraid. The main reason …)

Lesson 2: Generic reference: the + adjective, (e.g. the poor, the elderly, the British)

Lesson 3:Gradable’ adjectives, (e.g. big, difficult), ‘non-gradable’ adjectives, (e.g. dead, married, impossible) and ‘extreme’ adjectives, (e.g. starving, amazing, awful…)

Lesson 4: Use of modifiers like very, incredibly, absolutely and really with gradable and non-gradable adjectives.

Lesson 5: Compound adjectives (e.g. good-looking, well-known, blue-eyed)

Lesson 6: Compound adjectives expressing quantity (e.g. a three-year-old child, a five-star hotel, a ten-day holiday)

Lesson 7: The use of far too or much too for intensifying adjectives: (e.g. This shirt is far too expensive, or much too expensive)

Lesson 8: Adjectival prefixes and suffixes: – Prefixes: un- in-, im-, vs.-ir dis-, il- e.g. unsociable, indirect, impossible, irregular, illegal – Suffixes: -y, -ible. -able, -ish, -less, -ful, -ous, -ive (e.g. tasty, responsible, capable, greenish, careless, careful, humorous, effective).

Lesson 1: Present simple vs. Present Continuous

Lesson 2: Present Perfect, Present Perfect Continuous, vs. Simple Past

Lesson 3: Past Continuous vs. Simple Past

Lesson 4: Past perfect and Past Perfect Continuous Ways of expressing the future.

– Lesson 4.1 revision (will, be going to and present continuous) and extension.

– Lesson 4.2 Present simple for schedules or timetables (e.g. The plane departs at 10:00.)

– Lesson 4.3 Future continuous to express an action that will be taking place at a specific time in the future (e.g. This time next month, I´ll be lying on a beach in Ibiza).

– Lesson 4.4 Future Perfect to express an action completed in the future (e.g. I´ll have finished the book by tomorrow, so you can have it back then)

– Lesson 4.5 Verbs with a future meaning: verb + to + infinitive: decide, expect, hope, intend and promise.

– Lesson 4.6 Expressing future plans, arrangements and intentions using the present continuous, going to, and verb and noun forms of: aim, hope, plan, expect. decide, intend. (e.g. I´m going out tonight. He´s going to join us later. I aim to improve my French considerably this year. My plan is to spend every weekend visiting a different place in Spain)

Lesson 1: Expressing ability: Revision of can, could and the use of be able to in all the different tenses of this level and extension.

– Lesson 1.1 To express general ability (e.g. He could speak French at the age of seven).

– Lesson 1.2 Use with verbs of the senses: (e.g. I could see the parade from the window).

– Lesson 1.3 The need for an alternative to could in interrogative and affirmative sentences (i.e. was /were able to/managed to/ succeeded in) when referring to a single action in the past (e.g.I managed to get the tickets yesterday. I finally succeeded in passing my driving test).

Lesson 2: Expressing possibility or probability, and logical deduction.

– Lesson 2.1 Use of may, might, and could to express probability, and must, can´t or couldn´t to express certainty. (e.g. He must be ill if he hasn´t come to work. If she´s not here, she might be in the library)

Lesson 3: Introduction to past modality (perfect infinitive), past deduction: (e.g. They must have gone on holiday because I haven’t seen them for ages. They might have been delayed by the traffic)

Lesson 4: Expressing mild obligation, advice or recommendation: Should /Ought to and had better

Lesson 5: to express advice and mild or self-imposed obligation (e.g. The government should listen to what people have to say. I don´t really want to go, but I should because they´ll be expecting me. I´d better get off now otherwise I´ll be late for work.)

Lesson 6: Should/Ought to versus had better (you´d better) when giving advice: Nuances in meaning: (e.g. You should change the locks as soon as possible, i.e It´s a good idea to change them, as a precaution. You´d better change the locks as soon as possible, i.e. if you don´t, something bad will almost certainly happen)

Lesson 7: Introduction to past modality (perfect infinitive) to express regret or reproach: (e.g. I shouldn´t have stayed up so late watching TV. You really ought to have remembered her birthday; she´s your mother, after all).

Lesson 8: Expressing requests.

– Lesson 8.1 Can you…? Could you…?, Will you…?, Would you…?, and Do/Would you mind+ing…?

– Lesson 8.2 Expressing requests indirectly and word order after wh-words, if and whether: (e.g. Could you tell me when the next bus arrives? Do you mind telling me where Tom lives? Will you let me know if I have the job? Can you confirm whether you’re coming or not?).

Lesson 9: Asking for permission: Consolidation and extension. Register. Contrasting Can I…? with May I…? or Could I…? together with the forms Is it OK if I + present simple …? and Would it be all right if I + simple past…?

Lesson 10:Expressing obligation: consolidation and extension. Use of must and need to, have (got) to. Their use in all the tenses of this level.

– Lesson 10.1 Must as obligation (e.g. You must sign your passport or it will be considered invalid)

– Lesson 10.2 Must as a self-imposed, personal obligation or recommendation (e.g. I must rush. I´ve got a dental appointment in five minutes. You really must see this film – it´s great!).

– Lesson 10.3 Have (got) to: to express general obligation (e.g. You have to come in on Fridays because it´s part of your timetable)

Lesson 11: Expressing absence of obligation or need: you don’t have to, you don´t need to, you needn’t +bare infinitive (e.g. You don´t have to come. He doesn´t need to pay in advance. You needn´t worry).

Lesson 1: Manner: beautifully, quickly, well, suddenly, etc. (A robin was singing beautifully from a garden tree)

Lesson 2: Place: far away, above, behind, nearby, etc. (Do you live nearby or further away?)

Lesson 3: Time: currently, lately, recently, eventually etc. (I’ve had some really weird dreams lately).

Lesson 4: Length of time: for good, for five years, throughout history, briefly (We met her at your wedding very briefly).

Lesson 5: Well-defined frequency: monthly, twice, daily, every October 11th (e.g. Every day she spends hours on her personal fitness programme) and indefinite frequency: now and then, once in a while, on and off, hardly, seldom (e.g. Every now and again they travel to London).

Lesson 6: Cause: because of, because…

Lesson 7: Purpose: for, so as to, in order to, so (that) (I went to a café for a quick coffee)

Lesson 8: Intensity or degree: fairly, quite, almost, rather (I almost got killed).

Lesson 9: Quantity: twice, little, much, less (I dream of working less).

Lesson 10: Emphasis: mainly, especially, particularly, above all (People love Christmas, especially children)

Lesson 11: Probability: maybe, perhaps, possibly, probably. (It´ll probably rain tomorrow)

Lesson 12: Assertion: certainly, naturally, of course, negative not at all, never, no/not ¿???(e.g. Do you mind if I smoke? Not at all)

Lesson 13: Opinion: amazingly, unfortunately (It was a terrible accident. Amazingly, nobody was hurt).

Lesson 14: Consecutive: such + noun + that (It was such a good film that all the critics gave good reviews), so + adjective + that, so (It was raining hard, so they stayed in)

Lesson 1: Coordination (to link words, phrases or sentences)

Lesson 2: Copulative: both…and, not only…but also, neither…nor, as well as.

Lesson 3: Reformulation or replacement: or, either, either…or.

Lesson 4: Concession: even if/though, in spite of/despite.

Lesson 5: Subordinates linking two sentences to form a complex sentence by subordinating one to the other: as soon as, when, while, but, after, etc. (e.g. We’ll tell him as soon as we see him).

Lesson 6: Substantive (e.g. I informed him that I had arrived; I don’t know whether it is ready yet; I don’t know where/who he is).

Lesson 1: Easily confused prepositions above/over, below/under, at/in/on, (made)of/(made)from, across/through.

Lesson 2: Use of prepositions in the description of movements and directions (He went along the path, past the pub, up the hill, down through the woods and over the river)

Lesson 3: Dependent prepositions: – After adjectives (e.g. interested in, keen on, fond of, good at etc.) – After verbs (e.g. apply for, belong to, spend on, rely on, etc.) – After nouns (e.g. reason for, addiction to, experience in, etc.)