Intermediate Level Syllabus Outline

8/8/2019 Intermediate Level Syllabus Outline

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Intermediate Level Syllabus OutlineThis syllabus provides a general outline proposal for creating courses for intermediate level students. This syllabus canbe easily adapted for individual classes while retaining an overall structure aimed at helping students acquire thelanguage they need to communicate.

120 hours total comprised of:

80 hours theoretical

30 hours practical applications

2 hours of final examination and evaluation

Course Objectives

Daily life interrogative and discourse capabilities

Basic person and place descriptive abilities

Number, time, quantity, and cost use

Daily life receptive understanding skills

Written usage to express situations, give instructions and explanations, communicate opinions, and narrateand comprehend stories

Specific terminology use based on students' needs

Course Structure

80 hours theoretical including

24 hours basic grammatical skills includinguse of the interrogative and discourseforms covering:

-Verb forms and other grammatical structures

-Introductions and greetings

-Asking for information

-Offering

-Requesting

-Inviting

6 hours descriptive skills including: -Comparative language

-Vocabulary building for people and places

-Communicative structures for expression of opinions

-Asking for descriptions

6 hours English numeration including: -Time, quantity, cost and numbering vocabulary


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-Buying and selling structures

-Requesting and giving the time

-Various numerical expressions includingcardinal numbers, fractions, decimals etc.

16 hours receptive skills developmentincluding:

-Listening comprehension focusing on varying elements ofvocabulary and structure

-Video comprehension developing combined visual-audioreceptive skills to deduce meaning from context

-Reading skills strategies including intensive

skimming and scanning development tasks, aswell as intensive reading exercises

14 hours written skills development including: -Development of basic writing skills applying studiedgrammatical structures

-Standard writing formats including formal and informalletters

-Expression of opinions in writing

-Instruction flow writing skills

-Narrative written structures to express pastevents

14 hours basic terminology based on students' needs -Identification of equipment required, intensive vocabularytraining

-Descriptive language development of equipment use andfunctions

-Integrated interrogative and discourse use with targetedvocabulary and functions

-Language formation for instruction in, andexplanation of basic equipment use

30 hours practical application and self-instruction


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14 hours use of "Authentic" materials to extendreceptive development including both classroom andself-instruction:

-Reading comprehension of authentic time-tables andschedules

-Listening comprehension of authentic radio broadcasts inboth British and American English

-Communicative and decision making activities based onauthentic reading materials

-Authentic video materials to improve extraction ofinformation from authentic source

-Use of the Internet to extract authentic materials onspecific areas of interest

-Introduction to self-instruction English sites located on theInternet including pen-pals, quizzes, listening

comprehension and idiomatic language development

-Written communication tasks for authentic task orientedgoals

-Self-instruction CD-ROM using various English learningsoftware packages

-Self-instruction using listening and videomaterials from the self access languagelaboratory with follow comprehension exercises

10 hours of class communicative activities including: -Role-plays in various authentic situations

-Debating various points of view to strengthen the ability toexpression points of view

-Information gathering activities concerning time, place,cost and personal descriptions

-Project development in groups and pair-work to increasecommunication practice

-Group generated narrative writing production

6 hours specific targeted vocabulary development: -Interviewing activities to enhance instruction andexplanation processes with specific focus on basicindividual vocabulary needs

-Lexis development and extension in appropriate areas

-Role-play to increase active use of targeted languageareas


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-Group created written reports givinginstruction on various aspects of targetvocabulary

The follow grammar points will provide students with a solid base to build their English speakingand comprehension skills. Specific points are included in notes for the various grammar points.

Present Simple / Present Continuous (Present Progressive)

Note: Contrast between habits and temporary actions

Past Simple

Past Continuous

Note: Focus on use with the past simple to describe 'interrupted actions' in the past

Present Perfect

Note: focus on use of present perfect for unfinished time - i.e. the duration form. Focus should alsoinclude adverbs commonly used with the present perfect: since, for, just, already, yet

Future with 'Will'

Note: Contrast this form with future intentions form - i.e. future with 'going to'

Future with 'Going to'

Note: Contrast this form with future predictions form - i.e. future with 'will'

Present Continuous (Present Progressive)

Note: Use for future intentions and plans, discuss similarities to future with 'going to'

First Conditional (Real Conditional)

Note: Used for probable or realistic situations

Modal Verbs of Deduction Note: Use of 'must be', 'might be' and 'can't be' use in the present

Some - Any

Note: Call to attention the irregular use of some in requests and offers

Quantifiers

Note: too, enough, a lot of, a few, much, many (in question and negative forms), etc.


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Prepositions of Place

Note: in front of, opposite, behind, between, across, etc.

Prepositions of Movement

Note: straight on, on your right, past the house, into, out of, etc.

Common Phrasal Verbs

Note: get on with, look after, fed up with, put off, make up, etc.

Verb + Gerund

Note: like doing, enjoy doing, go swimming, etc.

Verb + Infinitive

Note: hope to do, want to do, manage to do, etc.

Basic Verb and Preposition Combinations

Note: listen to, arrive at, go through, etc.

Comparatives & Superlatives

Note: taller than, more beautiful than, as tall as, happier than, the tallest, the most difficult, etc.

The next page includes thespeaking, listening and vocabulary objectivesthat are central to everycurriculum.

Use "some" in positive sentences. We use some for both countable and uncountable nouns.

Example: I have some friends.

Use "any" in negative sentences or questions. We use any for both countable anduncountable nouns.

Example: Do you have any cheese? - He doesn't have any friends in Chicago.

Use "some" in questions when offering or requesting something that is there.

Example: Would you like some bread? (offer) - Could I have some water? (request)

Use "any" in negative sentences or questions. We use any for both countable and

uncountable nouns.
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at the end of the street

ON

Use 'on' with surfaces:

on the ceiling / on the wall / on the floor

on the table

Use 'on' with small islands:

I stayed on Maui.

Use 'on' with directions:

on the left on the right

straight on

TO

Use 'to' with movement from one place to another:

I went to school.

Did you go to work?

Let's go to the shopping mall.

DO NOT Use 'to' with 'home'

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a = indefinite article (not a specific object, one of a number of the same objects) withconsonantsShe has a dog.I work in a factory.

an = indefinite article (not a specific object, one of a number of the same objects) withvowels (a,e,i,o,u)

Can I have an apple?She is an English teacher.
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the = definite article (a specific object that both the person speaking and the listener know)The car over there is fast.The teacher is very good, isn't he?

The first time you speak of something use "a or an", the next time you repeat that objectuse "the".I live in a house. The house is quite old and has four bedrooms.I ate in a Chinese restaurant. The restaurant was very good.

DO NOT use an article with countries, states, counties or provinces, lakes and mountainsexcept when the country is a collection of states such as "The United States".He lives in Washington near Mount Rainier.They live in northern British Columbia.

Use an article with bodies of water, oceans and seas -My country borders on the Pacific Ocean

DO NOT use an article when you are speaking about things in generalI like Russian tea.She likes reading books.

DO NOT use an article when you are speaking about meals, places, and transportHe has breakfast at home.I go to university.He comes to work by taxi.

Test your understanding with thisshort quiz.

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'Like' can be used as a verb or as a preposition. There are a number of common questions with'like' that are easy to confuse.

What's he like? - 'What like?' is used to ask about a person's or object's character andis general in nature.

What does he like? - This use of the verb 'like' is for general preferences. 'Like' as a verbis generally followed by the 'ing' form of the verb (I like playing tennis).

What does she look like? - 'Like' is used as a preposition to express physical appearance.In this case, 'like' can also mean 'similar to' if you are making a comparison to other people.

What would you like to drink? - Another common use of 'like' is in 'would like' to expresswishes. Note that 'would like' is followed by the infinite form of the verb NOT the '-ing' form.

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The past form of regular verbs ends in 'ed'. Irregular verbs must be studied individually. Here is alist of past forms of some of the most common irregular verbs.

be - was/werebecome - becamebegin - beganbreak - broke

bring - broughtbuild - builtbuy - boughtcome - camecost - costcut - cutdo - diddrink - drankeat - atefind - foundfly - flewget - gotgive - gavego - went

have - hadkeep - keptknow - knewleave - leftmake - mademeet - metpay - paidput - putread - readsay - saidsee - sawsell - soldsend - sentspeak - spokespend - spenttake - tookteach - taughttell - toldthink - thought

Test your under

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There are four types of pronouns: Subject Pronouns, Object Pronouns, PossessivePronouns and Demonstrative Pronouns. Here is a list and explanation showing thedifferent types of pronouns:

Subject Pronouns - I, you, he, she, it, we, you, they function asthe subjectof a sentence:

I live in New York.Do you like playing tennis?

He doesn't want to come this evening.She works in London.It won't be easy.We are studying pronouns at the moment.

You went to Paris last year, didn't you?They bought a new car last month.

Object Pronouns - me, you, him, her, it, us, you, them serve as theobject of a verb.

Give me the book.

He told you to come tonight.She asked him to help.They visited her when they came to New York.She bought it at the store.He picked us up at the airport.

The teacher asked you to finish your homework.I invited them to a party.

Possessive Pronouns - mine, yours, his, hers, its, ours, yours,theirs show that something belongs to someone. That house is mine.

This is yours.I'm sorry, that's his.

Those books are hers.Those students are ours.Look over there, those seats are yours.Theirs will be green.

Demonstrative Pronouns - this, that, these, those refer to things. 'this'and 'these' refer to something that is near. 'that' and 'those' refer to things that arefarther away.

This is my house.That is our car over there.These are my colleagues in this room.Those are beautiful flowers in the next field.
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Possessive adjectives - my, your, his, her, its, our, your, their are oftenconfused with possessive pronouns. The possessive adjective modifies the nounfollowing it in order to show possession.

I'll get my books.

Is that your car over there?That is his teacher, Mr Jones.I want to go to her store.Its color is red.Can we bring our children?

You are welcome to invite your husbands

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IN

Use 'in' months and years and periods of time:

in January in 1978 in the twenties

Use 'in' a period of time in the future:

in a few weeks in a couple of days

AT

Use 'at' with precise time:

at six o'clock at 10.30 at two p.m.

ON
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Use 'on' with days of the week:

on Monday

on Fridays

Use 'on' with specific calendar days:

on Christmas day on October 22nd

IMPORTANT NOTES

in the morning / afternoon / evening - at night

We say in the morning, afternoon or evening BUT we say 'at night'

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Verb + 'ing' OR Verb + Infinitive

When two verbs are used together, the second verb is often in the gerund form (-ing)or the infinitive. There are no specific rules concerning which verbs take which form.Like irregular verbs, you will need to learn which form a verb takes.

Common Verbs + 'ing'

goenjoyquitdiscussmindcan't standsuggest

Examples:
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They go jogging on Saturdays.I don't mind helping you.

They can't stand driving in traffic jams.

Common Verbs + Infinitive

promiseplanrefusewantneeddecidehope

Examples:

I promised to help him.Alice needs to start that task.He decided to quit his job.

Test your understanding with this short quiz

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Use the present simple to talk about activities or routines which take place on aregular basis.

Positive Sentences Subject + present conjugation of verb + objects

I / You drive to work every day.

She / He / It drives to work every day.

You / We / They drive to work every day.

Negative Sentences

Subject + do not + base form of verb + objects

I / You don't (do not) use a computer every day.
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She / He / It doesn't ( does not) use a computer at work. It

You / We / They don't (do not) use a typewriter at work.

Question Form

Wh? + do + subject + base form of verb ?

When do I / you arrive at work?

What does he / she / it use at work?

Where do we / you / they keep the paper?

Modals are verbs that modify other verbs. The most common modals are:

CanShould

Must

Note that all subjects take the same form of the modal.

Positive

Subject + Modal + Base Form of Verb + Objects

Examples

He can play the piano.I must leave soon.

Negative

Subject + Modal + Not + Base Form of Verb + Objects

Examples

They can't visit next week.

You shouldn't go to that film.
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Question

Modal + Subject + Base Form of Verb + Objects

Examples

Can you help me?What should I do?

Giving Advice with Should

'Should' is used when asking for or giving advice. It is also used when asking forsuggestions.

Examples

I think you should see a doctor.What type of job should I get?

Expressing Ability with Can

'Can' is used to speak abilities.

Examples

He can speak Japanese.Can you play golf?

Asking for Permission with May

'May' is used to ask for permission.

Examples

May I help you?

May I visit you this afternoon?

NOTE: In spoken English, 'Can I ...?' is often used instead of 'May I ...?'

Test your understanding with this short quiz.
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The future with 'Will' is used in a variety of situations discussing the future. Use thefollowing forms with 'will'. Notice that 'will' or 'won't' is used for ALL subjects.

Positive

Subject + will + base form of verb + object(s)

Negative

Subject + will + not + base form of verb + object(s)

Question

(Question Word) + will + subject + base form of verb?

Used for spontaneous decisions. Spontaneous decisions are decisions made AT the

moment of speaking.

Examples

Jack's hungry. I'll make her a sandwich.That's difficult! I'll help you with the problem.

Used for predictions:

Examples

It will snow tomorrow.She won't win the game.

Used for scheduled public events

Examples

The concert will begin at 8 o'clock.When will the train leave?

The class won't start next week.
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Used for promises

Examples

Will you marry me?

I'll help you with your homework after class.

Future with 'Going to'

The future with 'going to' is used to speak about future intentions or plans madebefore the present moment. Use the following forms with 'going to'.

Positive

Subject + to be + going to + base form of verb + object(s)

Negative

Subject + to be + not + going to + base form of verb + object(s)

Question

(Question Word) + to be + subject + going to + base form of verb?

Examples We are going to study French next semester.

Where are you going to stay in France?She isn't going to take a vacation this year.

Used for planned decisions. Planned decisions are decisions made BEFORE themoment of speaking.

Examples

I'm going to study Languages at university next year.We're going to stay at the Hilton in New York next week.

Used for predicting an action that you see is about to happen:

Examples

Watch out! You're going to hit that car!Look at those clouds. It's going to rain.

Used for future intentions:

Examples


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I'm going to be a policeman when I grow up.Katherine is going to study English when she goes to University.

This chart shows first the country, then language and, finally the nationality of manymajor countries from around the world.

One syllable

FranceFrenchFrench

GreeceGreekGreek

ends in '-ish'

BritainEnglishBritish

DenmarkDanishDanish

FinlandFinnish

Finnish

PolandPolishPolish

SpainSpanishSpanish

Sweden

SwedishSwedish
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TurkeyTurkishTurkish

ends in '-an'

GermanyGermanGerman

MexicoSpanishMexican

The United StatesEnglish

American

ends in '-ian' or '-ean'

AustraliaEnglishAustralian

BrazilPortugueseBrazilian

EgyptArabicEgyptian

ItalyItalianItalian

HungaryHungarianHungarian

KoreaKoreanKorean

RussiaRussianRussian

ends in '-ese'


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Use the plural form of the verb with countable nouns. Use both 'some' and 'any' withcountable nouns when speaking about specific objects.

Examples

There are some magazines on the table.Has he got any friends?

If you are speaking in general, use the plural form of the noun.

Examples

They love books by Hemingway.She doesn't eat apples.

Expressions for Use with Countable and Uncountable Nouns

Use the following expressions with uncountable nouns.

mostmuch, lots of, a lot ofsomea little, little

Examples

There is lots of interest in the project.She's got some money left in the bank.

There's little time to finish.

Use the following expressions with countable nouns.

many, lots of, a lot ofseveralsomenot many, only a few, few

Examples

There are a lot of pictures on the wall.We have several friends in Chicago.She bought some envelopes this afternoon.

There are only a few people in the restaurant.


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What are countable nouns?

Countable nouns are individual objects, people, places, etc. which can be counted.

books, Italians, pictures, stations, men, etc.

A countable noun can be both singular - a friend, a house, etc. - or plural - a few

apples, lots of trees, etc.

Use the singular form of the verb with a singular countable noun:

There is a book on the table.That student is excellent!

Use the plural form of the verb with a countable noun in the plural:

There are some students in the classroom.

Those houses are very big, aren't they?

What are uncountable nouns?

Uncountable nouns are materials, concepts, information, etc. which are not individualobjects and can not be counted.

information, water, understanding, wood, cheese, etc.

Uncountable nouns are always singular. Use the singular form of the verb with

uncountable nouns:

There is some water in that pitcher.That is the equipment we use for the project.

Adjectives with Countable and Uncountable Nouns.

Use a/an with countable nouns preceded by an adjective(s):

Tom is a very intelligent young man.I have a beautiful grey cat.
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Do not use a/an with uncountable nouns preceded by an adjective(s):

That is very useful information.There is some cold beer in the fridge.

Some uncountable nouns in English are countable in other languages. This can beconfusing! Here is a list of some of the most common, easy to confuse uncountablenouns.

accommodationadvicebaggagebreadequipmentfurnituregarbageinformationknowledgeluggagemoneynewspastaprogressresearchtravelwork

We use the comparative and superlative form to compare and contrast differentobjects in English. Use the comparative form to show the difference between twoobjects. Example: New York is more exciting than Seattle. Use the superlative formwhen speaking about three or more objects to show which object is 'the most' ofsomething. Example: New York is the most exciting city in the USA.

Here is a chart showing how to construct the comparative form in English. Notice inthe example sentences that we use 'than' to compare the two objects:

One Syllable Adjectives

add '-er' to end of the adjective (Note: double the final consonant if preceded by avowel) remove the 'y' from the adjective and add 'ier'

Example: cheap - cheaper / hot - hotter / high - higher
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Example Sentences

Yesterday was hotter than today.This book is cheaper than that book.

Two Syllable Adjectives Ending in '-y'

Example: happy - happier / funny - funnier

Example Sentences

I am happier than you.That joke was funnier than his joke.

Two, Three or More Syllable Adjectives

place 'more' before the adjective

Example: interesting - more interesting / difficult - more difficult

Example Sentences

London is more expensive than Madrid.This test is more difficult than the last test.

IMPORTANT EXCEPTIONS

There are some important exceptions to these rules. Here are two of the mostimportant exceptions:

good

good - adjective better - comparative

Example Sentences

This book is better than that one.I am better at tennis than my sister.

bad

bad - adjective worse - comparative

Example Sentences


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His French is worse than mine.His singing is worse than Tom's.

Here is a chart showing how to construct the superlative form in English:

One Syllable Adjectives

Place 'the' before the adjective and add '-est' to end of the adjective (Note: doublethe final consonant if preceded by a vowel).

Example: cheap - the cheapest / hot - the hottest / high - the highest

Example Sentences

Today is the hottest day of the summer.This book is the cheapest I can find.

Two, Three or More Syllable Adjectives

Place 'the most' before the adjective.

Example: interesting - the most interesting / difficult - the most difficult

Example Sentences:

London is the most expensive city in England.That is the most beautiful painting here.

Two Syllable Adjectives Ending in '-y' Place 'the' before the adjective andremove the 'y' from the adjective and add 'iest'.

Example: happy - the happiest / funny - the funniest

Example Sentences

New York is the noisiest city in the USA.He is the most important person I know.

IMPORTANT EXCEPTIONS
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There are some important exceptions to these rules. Here are two of the mostimportant exceptions:

good

good - adjective the best - superlative

Example Sentences

Peter is the best golf player in the school.This is the best school in the city.

bad

bad - adjective the worst - superlative

Example Sentences

Jane is the worst student in the class.This is the worst day of my life.

Time expressions are used to indicate the time at / during which an action took place.Common time expressions include:

Present forms: everyday, on Fridays, at the moment, now, as well as adverbs offrequency such as always, usually, sometimes (for present habits and routines). Daysof the weeks followed by 's' such as Mondays, Tuesdays, etc.

Examples

He sometimes finishes work early.Marjorie is listening to the radio at the moment.Peter goes jogging on Saturdays.

Past forms: when I was ..., last week, day, year, etc., yesterday, ago (two weeksago, three years ago, four months ago, etc.)

Examples

He visited his friends last week.I didn't see you two days ago.

Jane flew to Boston yesterday.

Future forms: next week, year, etc., tomorrow, by (the end of the week, Thursday,next year, etc.) in X time (in two weeks time, in four months time, etc.)

Examples


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I'm going to attend a conference next week.It won't snow tomorrow.

They're going to visit New York in two weeks.

Perfect forms: since, yet, already, just, for

Examples

Michael has worked here since 1998.Have you finished reading the paper yet?He's just gone to the bank.

Test your understanding with this short quiz.

Use adverbs of frequency to say how often you do something. Adverbs of frequencyare often used with the present simple because they indicate repeated or routineactivities. For example,They often go out for dinner.

Adverbs of frequency include (form most often to least often):

alwaysusuallyoftensometimesoccasionallyseldomrarelynever

If the sentence has one verb (e.g. no auxiliary verb) put the adverb in the middle ofthe sentence after the subject and before the verb.

Examples

Tom usually goes to work by car.Janet never flies. She always goes by bus.

Adverbs of frequency come after the verb 'be':

Examples
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I am never late for work.Peter is often at school.

If the sentence has more than one verb (e.g. auxiliary verb), put the adverb offrequency before the main verb.

Examples

I can never remember anything!They have often visited Rome.

When using adverbs of frequency in the question or negative form, put the adverb offrequency before the main verb.

Examples

She doesn't often visit Europe.Do you usually get up early?

Use the imperative form when giving instructions or orders. The imperative is also very common inwritten instructions. Be careful when you use the imperative, as it is often considered impolite inEnglish. If someone asks you for instructions, use the imperative. If, on the other hand, you wouldlike to request that someone do something use a polite question form.

There is only one imperative form for both 'you' singular and plural.

Examples:

Hurry up!

Take the first left, go straight on and the supermarket is on the left.

Positive

Base Form of Verb + Objects

Turn the music down, please.Insert coins into the slot.

Negative

Do + Not + Base Form of Verb + Objects
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Do not smoke in this building. Don't rush, I'm not in a hurry.


Adjectives Modify Nouns

Adjectives are placed directly before a noun:

Examples:

Tom is an excellentsinger.

I bought a comfortable chair.

She's thinking about buying a new house.

Adjectives are also used in simple sentences with the verb 'to be'. In this case, the adjectivedescribes the subject of the sentence:

Examples:

Jack is happy.

Peter was verytired.

Mary'll be excitedwhen you tell her.

Adverbs

Adverbs Modify Verbs, Adjectives and Other Adverbs

Adverbs are easily recognized because they end in '-ly' (with a few exceptions!):

Examples:

Adjective - careful / Adverb - carefully

Adjective - quick / Adverb - quickly

Adverbs are often used at the end of a sentence to modify the verb:
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Examples:

Jack drove carelessly.

Tom played the match intelligently.

Jason talks about his classes constantly.

The present perfect is used to say what has happened recently and has an effect on the presentmoment. We often use 'just', 'yet' and 'already' to express the relationship to the present moment.

Examples

Have you seen Mary yet?They've already had dinner.She's just been to the dentist's.

The present perfect is also used to express something which has happened up to the presentmoment of time.

Examples

Have you worked here for a long time?Peter's lived here since 1987.She hasn't had much fun this week.

Positive Form

Subject + have + past participle + object(s)

Examples

Peter's lived here since 1987.We've been very busy today.

Negative Form

Subject + have + not + past participle + object(s)

Examples

I haven't been to class very often this month.She hasn't had much fun this week.
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Question Form

(Wh?) + have + subject + past participle?

Examples

Have you worked here for a long time?Where have you been?

Present Perfect for Unspecified Past

When speaking about an experience that has happened at an UNSPECIFIED point in time before thepresent moment use the present perfect.

Examples

I've been to New York three times.They've lived in many places.She's studied in London.

NOTE: In this use of the present perfect, we are talking about things that have happened up to thepresent moment. Whenever you speak about something that has happened up to now withoutgiving a precise point in time, use the present perfect.

Use of 'For', 'Since' and 'How long'

Use 'for' to indicate a duration or period of time.

Examples

He has lived here for seven years.We have been here for six weeks.Shirley has played tennis for a long time.

Use 'since' to indicate a specific point in time.

Examples

I've worked here since 2004.She's gone to dancing lessons since April.

They've been unhappy since they left college.

Use 'How long' in the question form to ask about duration.

Examples

How long have you played the piano?How long has he worked here?How long has she been with you?

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Use the past simple to talk about activities or routines which take place at a specified time in thepast. Notice that all subjects take the same conjugation of the verb. Regular verbs end in '-ed'.

visit - visitedenjoy - enjoyed

Irregular verbs have various forms and each verb needs to be learned.

see - sawthink - thought

The past simple is used to express a finished past action which occurs at a specific moment in thepast.

Examples

She visited Iran last month.They didn't go to Tom's party last weekend.Where did you go on vacation last summer?

The following time signifiers often indicate a specific point in time.

lastagoin ... (plus a year or month)yesterday

when ... (plus a phrase)

Examples

They had lunch at home last week.He left the company many years ago.Susan bought a new car in May.He telephoned his friend in Rome yesterday.I played golf when I was a teenager.

Positive Form

Subject + past form of verb + object(s) + time
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Examples

They flew to Chicago last month.Peter completed his course three weeks ago.

Negative Form

Subject + did + not + base form of verb + object(s) + (time)

Examples

They didn't expect to see you at Christmas.She didn't understand the question.

Question Form

(Wh?) + did + subject + base form of verb + (object(s))+ (time)?

Examples

Where did you study French?When did you arrive last week?

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Use the present continuous to speak about what is happening at the present moment in time.

Positive Form

Subject + to be + verb + ing + objects

Examples

He is watching TV.They're playing tennis at the moment.

Negative Form

Subject + are not + verb + ing + objects

Examples
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She isn't studying at the moment.We aren't working now.

Question Form

Wh? + do + subject + verb + ing + objects ?

Examples

What are you doing?Are you cooking dinner now?

NOTE: We use time expressions like 'at the moment, currently, this week - month' with this form ofthe present continuous.


Present Simple

Use the present simple to talk about activities or routines which take place on a regular basis.

Examples

I often go jogging on Saturdays.He usually has coffee for breakfast.

Present Continuous

Use the present continuous to speak about what is happening at the present moment in time,around the present moment, or for a future scheduled event.

Examples

We're working on the Smith account this month.She's watching TV at the moment.

Stative Verbs

Stative verbs are verbs which express a state. Action verbs are verbs which express something aperson does.

Examples
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I hope to see you soon. (stative verb) He is cooking dinner at the moment. (action verb)

Stative verbs cannot be used in the continuous forms. Here is a list of common stative verbs:

believe

understandthink (opinion)wanthopesmelltastefeelsoundlookseemappear

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Intermediate Level Syllabus Outline