Read the following paragraph.

Notice that this paragraph describes the person who is writing the introductory paragraph. Hello, my name is James. I'm a programmer and I come from Chicago. I live in Seattle with my wife Jennifer. We have two children and a dog. The dog is very funny. I work at a computer company in the city. The company is very famous and successful. Our daughter is named Anna and our Son is named Peter. She is four years old and he is five. We like living and working in Seattle. Tips for Writing a Personal Description about Yourself

Use 'come from' for the city or country where you were born. Use 'live' for the city where you currently live. Use the present simple tense to explain what you do every day. Use 'have' or 'have got' to speak about your children, pets, etc. Use 'a' the first time you mention something. For example, I live in a house. Then use 'the' after the first time you write about it. For example, I live in a house. The house is in Seattle. Remember to use he, his, him for boys and men and she, her, her for girls and women. Use 'our' when speaking about the whole family. Use 'like doing' when speaking about hobbies.

Read the following paragraph. Notice that this paragraph describes a different person than the person who is writing the introductory paragraph. Mary is my friend. She is a student at a college in our town. The college is very small. She lives in an apartment in the center of town. She doesn't have a dog or a cat. She studies every day and sometimes works in the evening at a small shop. The shop sells gift items like postcards, games and other small items. She enjoys playing golf, tennis and walking in the countryside. Tips for Writing a Personal Description about a Friend

Remember to add 's' to the present simple tense when writing about other people. In the present simple tense, 'doesn't' takes the 's' in the negative form. Remember to use 'doesn't + verb' in the negative. Use sometimes, often, never, etc. before the main verb in a sentence. Remember to use he, his, him for boys and men and she, her, her for girls and women. Use 'enjoys doing' when speaking about hobbies. It's okay to connect a few verbs using commas, but place 'and' before the final verb in the list when speaking about someone's hobbies. For example, She enjoys playing tennis, swimming and riding horses.

Exercise 1. Write a paragraph about yourself. Try to use a variety of verbs and 'a' and 'the' correctly. 2. Write a paragraph about someone else. You can write about a friend or a someone from your family. 3. Compare the two paragraphs and note the differences in pronoun and verb use. For example, I live in Seattle BUT She lives in Chicago. My house is in a suburb. BUT His house is in the city. While old-fashioned, I still find what I call "grammar banging" (intensive grammar review sheets) useful at the end or beginning of the year. The end of year calls for exam preparation and the beginning calls for some review to raise awareness of what has already been learnt and where problems still lie. The sheets provided in these "grammar banging" reviews are very effective because each question focuses on one important, specific area. Aim: Grammar review of the most important intermediate level English tenses, structure and functions

Activity: Grammar banging multiple choice review lesson with each question focusing on a specific point Level: Beginner Outline:

This is straight-forward stuff. Make the copies and give them to the students. Have each student do the sheet by him/herself. Ask students to compare answers and discuss differences, each student trying to explain his/her choice. Correct sheet as a class. Review each grammar point quickly - you should get a lot of "Oh, yeah....". Give the students an unmarked copy of the same exercise to repeat at home to solidify the review exercise.

"Grammar Banging" - Review your English - 1 Choose the correct word to fill in the gap 1. Are there ______ apples in the kitchen? A) much B) any C) some 2. That is _____ interesting book. A) the B) a C) an 3. I went ______ church last Sunday. A) at B) in C) to 4. What _____ he like? - He is very friendly. A) does B) did C) is 5. I ________ a new car last month. A) bought B) have bought C) buyed 6. How ________ money do you have in your pocket? A) many B) few C) much 7. He came ______ home late last night. A) - B) at C) to 8. Jack is a nice boy, and I like _____. A) - B) him C) his 9. I get up ______ seven o'clock every day A) in B) on C) at 10. I like __________ music. A) listen B) listen to C) listening to 11. What __________ in your free time?

A) you do B) do you do C) are you doing 12. My father _______ in a bank. A) works B) work C) is working 13. Would you like _______ coffee? A) any B) an C) some

While old-fashioned, I still find what I call "grammar banging" (intensive grammar review sheets) useful at the end or beginning of the year. The end of year calls for exam preparation and the beginning calls for some review to raise awareness of what has already been learnt and where problems still lie. The sheets provided in these "grammar banging" reviews are very effective because each question focuses on one important, specific area. Aim: Grammar review of the most important intermediate level English tenses, structure and functions Activity: Grammar banging multiple choice review lesson with each question focusing on a specific point Level: Beginner Outline:

This is straight-forward stuff. Make the copies and give them to the students. Have each student do the sheet by him/herself. Ask students to compare answers and discuss differences, each student trying to explain his/her choice. Correct sheet as a class. Review each grammar point quickly - you should get a lot of "Oh, yeah....". Give the students an unmarked copy of the same exercise to repeat at home to solidify the review exercise.

"Grammar Banging" - Review your English - 2 Choose the correct word to fill in the gap 1. I _____ drive a car. A) can't to B) can C) want 2. He likes watching TV ______ evening. A) in the B) at C) during 3. It ________ rain tomorrow. A) is going to B) will C) is 4. I drove my car _____ the garage. A) in B) at C) into 5. _________. Is there a post office near here? A) Please B) Excuse me C) Pardon 6. I live in ______.

A) italy B) Italy C) Italian 7. The shop is at the end of this street _____ the right. A) at B) in C) on 8. The bank is _______ the post office. A) near of B) next to C) next 9. There are ______ books on the table. A) any B) an C) some 10. I would like _____ rice. A) a B) one C) some 11. I went to Paris three years _____. A) last B) ago C) time past 12. Do you like ______ Chinese food? A) - B) an C) some 13. He speaks English _____. A) good B) well C) gooder

While old-fashioned, I still find what I call "grammar banging" (intensive grammar review sheets) useful at the end or beginning of the year. The end of year calls for exam preparation and the beginning calls for some review to raise awareness of what has already been learnt and where problems still lie. The sheets provided in these "grammar banging" reviews are very effective because each question focuses on one important, specific area. Aim: Grammar review of the most important intermediate level English tenses, structure and functions Activity: Grammar banging multiple choice review lesson with each question focusing on a specific point Level: Beginner Outline:

This is straight-forward stuff. Make the copies and give them to the students. Have each student do the sheet by him/herself. Ask students to compare answers and discuss differences, each student trying to explain his/her choice. Correct sheet as a class. Review each grammar point quickly - you should get a lot of "Oh, yeah....". Give the students an unmarked copy of the same exercise to repeat at home to solidify the review exercise.

"Grammar Banging" - Review your English - 3 Choose the correct word to fill in the gap 1. He is a very _________ driver.

A) carefully B) careful C) care 2. He ___________ visit his brother next week. A) is going to B) will C) is 3. I'm going to Seattle ______ English. A) for learning B) to learn C) for to learn 4. What __________________! Look at that mess! A) do you do B) is you do C) are you doing 5. He enjoys __________ football. A) to play B) play C) playing 6. Paris is _______________ city I have ever visited. A) the beautifulest B) the most beautiful C) most beautiful 7. Today is __________ than yesterday. A) hoter B) more hot C) hotter 8. Jack is a ________ tennis player than Peter. A) gooder B) better C) badder 9. I'm going home ______ it's late. A) why B) that C) because 10. _________ 'The Sting'? A) Did you ever see B) Have you ever seen C) Have you ever see

The choice between 'will' or 'going to' is difficult for many students. This lesson focuses on providing context for students so that they can understand the basic difference between something that is planned for the future (use of 'going to') and a spontaneous decision (use of 'will). Students first study a short a dialog and answer some questions. After this, students give answers to a number of questions which elicit either 'will' or 'going to'. Finally, students get together for some small talk to practice. Aim: Developing a deeper understanding of the use of the future with 'will' and 'going to' Activity: Dialog reading, follow-up questions, small talk Level: lower-intermediate to intermediate Outline:

Start the lesson off by asking some questions with 'will' and 'going to'. Be sure to mix the questions up. For example: What do you think will happen at school tomorrow?, What are you going to do after school today?, What will you do if you don't understand this lesson?, Where are you going to travel on your next vacation?

Ask students to reflect on the questions you asked. Which forms did you use? Can they explain why? Pass out the dialog and ask the students to read through and answer the questions. As a group, correct the questions and ask students to explain why certain questions used 'will' and others 'going to'. A further possibility is to ask students to highlight the sections of the dialog that used 'will' and those that used 'going to'. Ask them to explain why. Have students write out answers to the question sheet. Go around the room to help individual students and check that students are answering using the correct form. As a class, elicit answers from various students. When appropriate, ask students to elaborate on their answers in order to give them a further chance to use these forms. Ask students to use the small talk questions with each other in pairs or in small groups. Optional homework - Ask students to prepare a short paragraph on their future plans for study, hobbies, marriage, etc. (Use of 'going to'). Ask them to write out a few predictions about the future of their lives, the country, the current political party, etc. (future with 'will')

Exercise 1: Dialog - The Party Martha: What horrible weather today. I'd love to go out, but I think it will just continue raining. Jane: Oh, I don't know. Perhaps the sun will come out later this afternoon. Martha: I hope you're right. Listen, I'm going to have a party this Saturday. Would you like to come? Jane: Oh, I'd love to come. Thank you for inviting me. Who's going to come to the party? Martha: Well, a number of people haven't told me yet. But, Peter and Mark are going to help out with the cooking! Jane: Hey, I'll help, too! Martha: Would you? That would be great! Jane: I'll make lasagna! Martha: That sounds delicious! I know my Italian cousins are going to be there. I'm sure they'll love it. Jane: Italians? Maybe I'll bake a cake... Martha: No, no. They're not like that. They'll love it. Jane: Well, if you say so... Is there going be a theme for the party? Martha: No, I don't think so. Just a chance to get together and have fun. Jane: I'm sure it'll be lots of fun. Martha: But I'm going to hire a clown! Jane: A clown! You're kidding me. Martha: No, no. As I child, I always wanted a clown. Now, I'm going to have a clown at my own party. Jane: I'm sure everyone will have a good laugh. Martha: That's the plan! Follow-up Questions

What do they think about the weather? What does Martha have to share? What are Peter and Mark going to do? What does Jane offer to do? How does Jane react to the news about the Italian cousins? What special plan is there? Why does Martha want a clown? Does Martha know exactly how many people are going to come? If yes, how many. If not, why not?

How does Jane think people will react to the clown? Is there a theme for the party?

Exercise 2: Questions

Tell me about your future plans for work or study. What important event do you think will happen soon? Your friend needs some help with some homework. What do you say? Tell me about your plans for this coming summer. Complete these sentence: If I don't understand this exercise ... What do you think future English lessons will be about?

Basic English - Essential Lessons for Beginning English Learners

By Kenneth Beare, About.com Guide These basic English lessons provide the most important learning points for beginning level English learners. Use these 25 short lessons to study for tests, review basic English essentials, or check your understanding of the basics. For Spanish speaking learners: Curso Bsico de Ingls para Hablantes de Espaol incluido el seguimiento de pruebas de comprensin - Curso Bsico de Ingls Images1-12of25 Enter Gallery PreviousNext In / Articl es - The / A / An 'Like' Uses of

Whe n to Use Any or Some On / To / At

Past Tense Irregular Verbs nouns

Pro

Verbs Prepo Followed by the Gerund or sitions of Time - In / the Infinitive At / On Countri Futur es and Languages - Names e Forms - Going to / and Adjectives Will

Prese nt Simple dal Form Basics

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Asking Questions Lesson Plan - Lower Levels

By Kenneth Beare, About.com Guide See More About:

asking questions esl lesson plans intermediate level english

Speaking Skills - Asking Questions

Many post beginner to lower intermediate students are quite capable of expressing their ideas reasonably well. However, they often run into problems when asking questions. This is due to a number of causes: i.e., teachers are the ones that usually ask questions, the inversion of the auxiliary verb and subject can be especially tricky for many students. This simple lesson focuses specifically on the question form and helping students gain skill while switching tenses in the question form. Aim: Improving speaking confidence when using question forms

Activity: Intensive auxiliary review followed by student gap question exercises. Level: Lower-intermediate Outline:

Focus on auxiliary verb usage by making a number of statements in tenses the students are familiar with. Ask students to identify the auxiliary verb in each case. Ask a student or students to explain the underlying scheme of the object question form (i.e., ? word Auxiliary Subject Verb). Have students give a number of examples in different tenses. Split students up into pairs. Distribute worksheet and ask students to ask an appropriate questions for the given answer taking turns. Follow-up check of questions either by circulating through the student pairs or as a group. Ask students to each take the second exercise (one for Student A the other for Student B) and complete the gaps by asking their partner for the missing information. Solidify question forms by quickly playing a verb inversion game using the various tenses (i.e., Teacher: I live in the city. Student: Where do you live? etc.)

Asking Questions

Exercise 1: Ask an appropriate question for the response

A steak, please. Oh, I stayed at home and watched tv. She is reading a book at the moment. We are going to visit France. I usually get up at 7 o'clock. No, he is single. For about 2 years. I was washing up when he arrived.

Exercise 2: Ask questions to fill the gaps with the missing information

Student A
Frank was born in ______ (where?) in 1977. He went to school in Buenos Aires for ______ (how long?) before moving to Denver. He misses _______ (what?), but he enjoys studying and living in Denver. In fact, he _____ (what?) in Denver for over 4 years. Currently, he _________ (what?) at the University of Colorado where he is going to receive his Bachelor of Science next ______ (when?). After he receives his degree, he is going to return to Buenos Aires to marry _____ (who?) and begin a career in research. Alice ______ (what?) at the University in Buenos Aires and is also going to receive ______ (what?) next May. They met in _____ (where?) in 1995 while they were hiking together in the ______ (where?). They have been engaged for ________ (how long?).

Student B
Frank was born in Buenos Aires in ______ (when?). He went to school in _______ (where?) for 12 years before moving to ______ (where?). He misses living in Buenos Aires, but he enjoys ________ (what?) in Denver. In fact, he has lived in Denver for ______ (how long?). Currently, he is studying at the ______ (where?) where he is going to receive his _______ (what?) next June. After he receives his degree, he is going to return to _____ (where?) to marry his fiance Alice and begin a career in ______ (what?). Alice studies Art History at the ________ (where?) and is also going to receive a degree in Art History next _____ (when?). They met in Peru in _____ (when?) while they _______ (what?) together in the Andes. They have been engaged for three years.

For more help on asking questions in English, especially questions using 'wh' words, watch this video with Ellen Quish, an ESL specialist from the Adult Learning Center at LaGuardia Community College in New York City.

Basic English - Essential Lessons for Beginning English Learners

By Kenneth Beare, About.com Guide These basic English lessons provide the most important learning points for beginning level English learners. Use these 25 short lessons to study for tests, review basic English essentials, or check your understanding of the basics. For Spanish speaking learners: Curso Bsico de Ingls para Hablantes de Espaol incluido el seguimiento de pruebas de comprensin - Curso Bsico de Ingls Images13-24of25 Enter Gallery PreviousNext Superl Coun Count Co ative Forms able and Uncountable t and Non-Count Nouns mparative Forms in Understanding the Expressions with Nouns - Understanding Nouns English English Superlative Form Adve Time Expressions and Tenses rbs of Frequency perative Form Rules for Use Prese nt Perfect Tense Simple Tense Past Im Adverb or Adjective - Which should I use? Present Simple vs. Present Continuous

Pre sent Continuous Tense

Basic English - Essential Lessons for Beginning English Learners

By Kenneth Beare, About.com Guide These basic English lessons provide the most important learning points for beginning level English learners. Use these 25 short lessons to study for tests, review basic English essentials, or check your understanding of the basics. For Spanish speaking learners: Curso Bsico de Ingls para Hablantes de Espaol incluido el seguimiento de pruebas de comprensin - Curso Bsico de Ingls Images25-25of25 Enter Gallery PreviousNext

Past Simple or Present Perfect