Course Guide: Basic English - Foundations for Everyday

Communication
Course Duration

 8 weeks (2 hours per week)

Course Overview

 This course is designed for beginners aiming to learn and improve their English language skills.
 Focus areas include grammar, vocabulary, pronunciation, and conversational skills.
 By the end of this course, students will be able to understand and use basic English in everyday
situations.

Course Objectives

 Grammar & Sentence Structure: Understand and use basic English grammar.
 Vocabulary: Develop a foundational vocabulary for everyday communication.
 Pronunciation & Listening: Improve pronunciation and listening skills.
 Conversational Skills: Engage in simple conversations in English.
 Reading & Writing: Gain confidence in reading and writing basic English.

Course Outline

Week 1: Introduction to Basic English

 Topics Covered:
o Course overview and expectations
o Introduction to the English alphabet and phonetics
o Basic greetings and self-introductions
o Simple sentence structure (Subject + Verb + Object)

Week 2: Basic Grammar Essentials

 Topics Covered:
o Introduction to nouns, pronouns, and articles
o Using singular and plural forms
o Introduction to verbs and verb tenses (present simple)
o Common adjectives and adverbs

Week 3: Everyday Vocabulary

 Topics Covered:
o Building a foundational vocabulary: Common objects, family members, and places
o Days of the week, months, and numbers
 o Basic questions and answers (What, Where, When, Who)

Week 4: Basic Conversational Skills

 Topics Covered:
o Constructing simple dialogues: Greetings, introductions, and small talk
o Role-playing everyday situations (e.g., asking for directions, ordering food)
o Pronunciation practice and listening exercises

Week 5: Understanding and Using Verbs

 Topics Covered:
o Introduction to more verb tenses (past simple, future simple)
o Forming positive and negative sentences
o Question formation using auxiliary verbs (do/does, did, will)

Week 6: Reading and Comprehension

 Topics Covered:
o Reading short, simple texts (e.g., emails, short stories, dialogues)
o Comprehension exercises and discussions
o Vocabulary building from reading materials

Week 7: Writing Skills

 Topics Covered:
o Writing simple sentences and paragraphs
o Introduction to basic punctuation and capitalization rules
o Writing exercises: Describing people, places, and events

Week 8: Review and Practice

 Topics Covered:
o Review of key grammar points and vocabulary
o Practice with conversational English in pairs/groups
o Final assessment: Oral and written activities

Course Materials

 Textbook: To be determined
 Online Resources: Links to worksheets, audio-visual materials
 Additional Materials: Listening and pronunciation practice tools

Assessment

 Weekly Quizzes: Vocabulary and grammar

  Participation: Class activities and discussions
 Final Assessment: Oral and written activities

Additional Resources

 Online Tools & Apps: Recommended for language practice

 Podcasts & Videos: English learning resources
 Suggested Reading: Materials for further practice

Week 1: Introduction to Basic English

1. Course Overview and Expectations

 Discussion: Introduce students to the course structure, goals, and learning outcomes.
Explain the importance of regular attendance, participation, and completing
assignments. This session will also include an icebreaker activity to help students get
comfortable with each other and the instructor.
 Example: Explain that the course will cover basic grammar, vocabulary, pronunciation,
and conversational skills. A goal might be to comfortably introduce themselves and hold
basic conversations by the end of the course.

2. The English Alphabet and Phonetics

 Definition: The English alphabet consists of 26 letters, each with its own sound(s).
Phonetics refers to the study of how sounds are produced and perceived.
 Discussion: Teach the pronunciation of each letter, focusing on vowel (a, e, i, o, u) and
consonant sounds. Introduce phonetic symbols that represent these sounds, which will
help with pronunciation in future lessons.
 Example:
o Alphabet: A, B, C, D, etc.
o Vowel Sounds: The letter "A" can sound like "a" in "apple" or "a" in "cake."
o Consonant Sounds: The letter "C" can sound like "c" in "cat" or "c" in "city."

3. Basic Greetings and Self-Introductions

 Definition: Greetings are polite expressions used when meeting someone or starting a
conversation. Self-introductions involve sharing personal information like your name,
where you’re from, etc.
  Discussion: Introduce common greetings ("Hello," "Good morning," "How are you?")
and phrases for self-introduction ("My name is...," "I am from..."). Discuss cultural
contexts where different greetings are appropriate.
 Example:
o Greeting: "Hello, how are you?"
o Self-Introduction: "Hi, my name is John. I’m from Mexico. Nice to meet you."

4. Simple Sentence Structure

 Definition: A simple sentence typically follows a Subject + Verb + Object structure

(SVO), where:
o Subject (S): The person or thing doing the action.
o Verb (V): The action or state of being.
o Object (O): The person or thing receiving the action.
 Discussion: Explain the basic structure of English sentences, and practice building
simple sentences. Discuss how the subject, verb, and object fit together.
 Example:
o Sentence: "She (S) reads (V) books (O)."
o Negative: "She (S) does not read (V) books (O)."
o Question: "Does she (S) read (V) books (O)?"

Week 2: Basic Grammar Essentials

1. Introduction to Nouns, Pronouns, and Articles

 Definitions:
o Nouns: Words that name people, places, things, or ideas (e.g., "cat," "city,"
"happiness").
o Pronouns: Words that replace nouns to avoid repetition (e.g., "he," "she," "it").
o Articles: Words that define a noun as specific or unspecific (e.g., "a," "an,"
"the").
 Discussion: Discuss the function of nouns, pronouns, and articles in sentences. Explain
the difference between definite ("the") and indefinite articles ("a," "an").
 Example:
o Nouns: "The cat is on the roof."
o Pronouns: "The cat is on the roof. It is stuck."
o Articles: "An apple" (any apple) vs. "The apple" (a specific apple).

2. Singular and Plural Forms

 Definition: Singular nouns refer to one item, while plural nouns refer to more than one.
Regular plurals are usually formed by adding "s" or "es" to the singular form.
 Discussion: Teach the rules for forming plurals, including exceptions (e.g., "child"
becomes "children"). Discuss regular (e.g., "dog" → "dogs") and irregular plurals (e.g.,
"mouse" → "mice").
 Example:
o Regular Plurals: "cat" → "cats," "bus" → "buses"
o Irregular Plurals: "man" → "men," "foot" → "feet"
3. Introduction to Verbs and Verb Tenses

 Definition: Verbs are action words or words that describe a state of being. Tenses
indicate the time of the action (present, past, future).
 Discussion: Introduce the present simple tense, used for habitual actions or general
truths (e.g., "She works"). Explain how to conjugate regular and irregular verbs in the
present tense.
 Example:
o Regular Verb: "He eats breakfast every day."
o Irregular Verb: "She goes to work at 8 AM."

4. Common Adjectives and Adverbs

 Definitions:
o Adjectives: Words that describe or modify nouns (e.g., "big," "red," "happy").
o Adverbs: Words that modify verbs, adjectives, or other adverbs, often ending in
"-ly" (e.g., "quickly," "very," "well").
 Discussion: Teach how adjectives and adverbs are used in sentences to add detail and
specificity. Practice placing adjectives before nouns and adverbs after verbs.
 Example:
o Adjective: "She has a beautiful (adjective) house."
o Adverb: "He runs quickly (adverb)."

Week 3: Everyday Vocabulary

1. Building Foundational Vocabulary

 Definition: Foundational vocabulary includes common words used in everyday

communication, such as objects, places, and family members.
 Discussion: Introduce a set of basic vocabulary words, focusing on those that are most
useful in daily life. Use visual aids and interactive activities to help students remember
and use these words.
 Example:
o Objects: "table," "chair," "book"
o Places: "school," "home," "park"
o Family Members: "mother," "father," "sister"

2. Days of the Week, Months, and Numbers

 Definition: Days of the week and months are words used to describe time, while
numbers (cardinal and ordinal) are used for counting and ordering.
 Discussion: Teach the names of the days of the week, months of the year, and basic
numbers. Practice using them in sentences, such as setting dates, discussing
schedules, and counting objects.
 Example:
o Days: "Monday," "Tuesday"
o Months: "January," "February"
o Numbers: "One," "Two" (cardinal); "First," "Second" (ordinal)
3. Basic Questions and Answers

 Definition: Basic questions often start with "What," "Where," "When," and "Who" and
are used to gather information.
 Discussion: Explain the structure of basic questions and practice forming and
answering them. Discuss the use of auxiliary verbs ("do," "does," "is") in question
formation.
 Example:
o Question: "What is your name?"
o Answer: "My name is Maria."
o Question: "Where do you live?"
o Answer: "I live in London."

Week 4: Basic Conversational Skills

1. Constructing Simple Dialogues

 Definition: A dialogue is a conversation between two or more people.

 Discussion: Teach students how to create simple dialogues using the vocabulary and
grammar they have learned. Practice with scenarios that simulate real-life situations,
such as introducing themselves, asking for help, or making small talk.
 Example:
o Dialogue:
 Person A: "Hi, my name is Alex. What’s your name?"
 Person B: "Hello, I’m Sarah. Nice to meet you."
 Person A: "Nice to meet you too. Where are you from?"
 Person B: "I’m from Canada."

2. Role-Playing Everyday Situations

 Definition: Role-playing involves acting out scenarios to practice language use in

realistic contexts.
 Discussion: Engage students in role-plays where they practice using English in
everyday situations like shopping, ordering food, or visiting a doctor. Provide guidance
and feedback to help them improve their conversational skills.
 Example:
o Scenario: Ordering food at a restaurant.
 Student A: "I would like a sandwich and a coffee, please."
 Student B (waiter): "Sure, would you like anything else?"
 Student A: "No, that’s all. Thank you."

3. Pronunciation Practice

 Definition: Pronunciation refers to the way in which words are spoken, focusing on
sounds, stress, and intonation.
 Discussion: Work on challenging sounds, stress patterns in words, and sentence
intonation. Use repetition, listening, and mimicking exercises to help students improve
their pronunciation.
 Example:
o Sound Practice: "th" in "think" and "this"
 o Stress Practice: "CONtract" (noun) vs. "

4. Listening Exercises

 Definition: Listening exercises involve understanding spoken language by focusing on

the speaker’s words, tone, and context.
 Discussion: Play audio recordings of simple conversations or short stories, then ask
students to identify key information or answer questions about what they heard.
Emphasize the importance of listening for specific details like names, places, and
actions.
 Example:
o Activity: Play a recording of a conversation between two friends planning to
meet. Then, ask questions like "What time will they meet?" and "Where are they
going?"

Week 5: Understanding and Using Verbs

1. Introduction to More Verb Tenses

 Definition: Verb tenses indicate when an action occurs. The past tense describes
actions that have already happened, and the future tense describes actions that will
happen.
 Discussion: Explain the use of the past simple tense (for actions completed in the past)
and the future simple tense (for actions that will happen). Provide examples and practice
sentences using these tenses.
 Example:
o Past Simple: "She visited her grandparents last weekend."
o Future Simple: "He will travel to Paris next month."

2. Forming Positive and Negative Sentences

 Definition: Positive sentences state that something happens or is true, while negative
sentences express the opposite, often using "not."
 Discussion: Teach how to turn positive sentences into negative ones using auxiliary
verbs ("do/does" for present, "did" for past). Practice transforming sentences and
understanding the meaning change.
 Example:
o Positive: "They play football."
o Negative: "They do not (don’t) play football."
o Past Negative: "She did not (didn’t) eat breakfast."

3. Question Formation Using Auxiliary Verbs

 Definition: Questions often use auxiliary verbs to ask about actions, states, or
preferences. Common auxiliaries include "do/does" (present) and "did" (past).
 Discussion: Explain the structure of forming yes/no and wh-questions using auxiliary
verbs. Practice creating and answering questions in various tenses.
 Example:
o Yes/No Question: "Do you like ice cream?"
 o Answer: "Yes, I do."
o Wh-Question: "What did you do yesterday?"
o Answer: "I went to the park."

Week 6: Reading and Comprehension

1. Reading Short, Simple Texts

 Definition: Reading comprehension involves understanding the meaning of written text

by identifying main ideas and details.
 Discussion: Guide students through reading simple texts, such as short stories,
dialogues, or articles. Emphasize understanding the overall message and specific
details.
 Example:
o Text: A short story about a day at the beach.
o Activity: After reading, ask questions like "Who went to the beach?" and "What
did they do there?"

2. Comprehension Exercises

 Definition: Comprehension exercises are activities that test students’ understanding of

what they have read.
 Discussion: Use various question types (multiple-choice, true/false, short answer) to
assess students' grasp of the reading material. Encourage group discussions to clarify
any doubts.
 Example:
o Exercise: Provide a passage and then ask, "What is the main idea of the text?"
or "Why did the character feel happy?"

3. Vocabulary Building from Reading Materials

 Definition: Vocabulary building involves learning new words from context,

understanding their meanings, and using them correctly in sentences.
 Discussion: Highlight key vocabulary from the reading texts, discuss their meanings,
and practice using them in different contexts.
 Example:
o Word: "Excited"
o Sentence: "The children were excited to go to the amusement park."

Week 7: Writing Skills

1. Writing Simple Sentences and Paragraphs

 Definition: Writing skills involve constructing grammatically correct sentences and

organizing them into coherent paragraphs.
 Discussion: Teach students how to write clear and simple sentences, and then guide
them in combining these sentences into short paragraphs. Focus on topics like
describing daily routines, places, or people.
 Example:
 o Sentence: "The dog is barking."
o Paragraph: "The dog is barking loudly. It sees a cat outside the window. The cat
is sitting on the fence."

2. Introduction to Basic Punctuation and Capitalization

 Definition: Punctuation marks (e.g., periods, commas) and capitalization are rules that
help clarify meaning and structure in writing.
 Discussion: Explain the rules for basic punctuation and when to use capital letters (e.g.,
at the beginning of sentences, for proper nouns). Practice correcting sentences and
writing new ones.
 Example:
o Incorrect: "my name is john i live in london."
o Corrected: "My name is John. I live in London."

3. Writing Exercises

 Definition: Writing exercises help students practice their skills through structured
activities, like sentence completion, paragraph writing, and editing tasks.
 Discussion: Assign writing tasks where students can apply what they’ve learned, such
as writing about their weekend, describing their family, or creating a short story. Provide
feedback to help them improve.
 Example:
o Task: Write a short paragraph about your favorite hobby.
o Example Paragraph: "My favorite hobby is painting. I love to paint landscapes
and animals. It helps me relax and express my creativity."

Week 8: Review and Practice

1. Comprehensive Review of Topics Covered

 Discussion: Recap the major topics from the course, including grammar rules,
vocabulary, pronunciation, and conversational skills. This session will focus on
reinforcing students' understanding and addressing any remaining questions.

2. Practice Exercises and Group Activities

 Discussion: Organize activities that allow students to practice what they’ve learned in a
collaborative and interactive way. These could include group discussions, role-plays, or
games.

3. Individual Assessments and Feedback

 Discussion: Conduct individual assessments through quizzes, short writing tasks, and
speaking exercises to evaluate students’ progress. Provide constructive feedback to
help them continue improving.

Week 9: Final Project and Presentations

1. Preparing a Short Presentation

 Discussion: Guide students in preparing a short presentation on a topic of their choice,

encouraging them to use the vocabulary and grammar they’ve learned. Help them
organize their ideas and practice delivering their presentations.

2. Final Project

 Discussion: Assign a final project that integrates all the skills learned throughout the
course. This could be a written report, a video, or a creative project.

3. Presentations and Class Feedback

 Discussion: Have students present their final projects to the class, allowing them to
practice speaking in English in a supportive environment. Encourage classmates to give
positive and constructive feedback.

Week 10: Course Conclusion

1. Review of Learning Outcomes

 Discussion: Reflect on the progress made during the course, reviewing the goals set at
the beginning and how they were achieved. Discuss how students can continue
practicing their English skills after the course ends.

2. Certificate of Completion

 Discussion: Hand out certificates of completion to students who have met the course
requirements, recognizing their hard work and progress.

3. Final Feedback and Course Evaluation

 Discussion: Gather feedback from students about the course, discussing what they
found helpful and what could be improved. This session also allows students to ask any
final questions or seek additional guidance.

This plan provides a comprehensive structure for a Basic English course, ensuring students
build a solid foundation in language skills through a balanced mix of theory, practice, and
interactive activities.

4. Introduction to Descriptive Writing

 Definition: Descriptive writing involves using detailed descriptions to paint a vivid picture
of a person, place, thing, or event in the reader's mind.
 Discussion: Teach students how to use adjectives, adverbs, and sensory details to
enhance their writing. Emphasize the importance of focusing on specific details and
examples to make their writing more engaging.
 Example:
o Sentence: "The sunset was beautiful."
 o Descriptive Sentence: "The sunset painted the sky in shades of orange, pink,
and purple, casting a warm glow over the ocean."

5. Writing a Simple Paragraph

 Definition: A paragraph is a group of related sentences that develop a single idea. It

typically includes a topic sentence, supporting sentences, and a concluding sentence.
 Discussion: Explain how to structure a paragraph by starting with a topic sentence that
introduces the main idea, followed by supporting sentences that provide details or
examples, and ending with a concluding sentence that summarizes the idea.
 Example:
o Topic Sentence: "My favorite season is autumn."
o Supporting Sentences: "The weather is cool, and the leaves change color. I
enjoy wearing sweaters and drinking hot cocoa. The air smells fresh and crisp."
o Concluding Sentence: "For these reasons, autumn is the best season of the
year."

Week 8: Review and Practice

1. Comprehensive Review of Topics Covered

 Discussion: Recap the major topics from the course, including grammar rules,
vocabulary, pronunciation, and conversational skills. This session will focus on
reinforcing students' understanding and addressing any remaining questions.
 Activity: Engage students in a group activity where they create a poster or mind map
summarizing the key points they have learned.

2. Practice Exercises and Group Activities

 Discussion: Organize activities that allow students to practice what they’ve learned in a
collaborative and interactive way. These could include group discussions, role-plays, or
games.
 Example:
o Group Activity: Conduct a game like "Vocabulary Bingo" or a "Grammar
Jeopardy" to make review sessions engaging and fun.
o Role-Play: Have students simulate a real-life situation, such as ordering at a
restaurant, to practice their conversational skills.

3. Individual Assessments and Feedback

 Discussion: Conduct individual assessments through quizzes, short writing tasks, and
speaking exercises to evaluate students’ progress. Provide constructive feedback to
help them continue improving.
 Example:
o Quiz: A short quiz covering vocabulary, grammar, and sentence structure
learned throughout the course.
o Speaking Task: Ask students to describe their weekend plans or favorite hobby
to assess fluency and clarity.
Week 9: Final Project and Presentations

1. Preparing a Short Presentation

 Discussion: Guide students in preparing a short presentation on a topic of their choice,

encouraging them to use the vocabulary and grammar they’ve learned. Help them
organize their ideas and practice delivering their presentations.
 Example:
o Topic: "My Favorite Place to Visit"
o Structure: Introduction (What is the place? Why do you like it?), Main Points
(Describe the place, what you do there), Conclusion (Why you recommend it).

2. Final Project

 Discussion: Assign a final project that integrates all the skills learned throughout the
course. This could be a written report, a video, or a creative project.
 Example:
o Project: Students could create a "My Life in English" portfolio, including a written
autobiography, a list of their favorite English words or phrases, and a description
of a typical day in their life using full sentences and correct grammar.

3. Presentations and Class Feedback

 Discussion: Have students present their final projects to the class, allowing them to
practice speaking in English in a supportive environment. Encourage classmates to give
positive and constructive feedback.
 Example:
o Feedback Session: After each presentation, ask the class to share what they
liked and one suggestion for improvement.

Week 10: Course Conclusion

1. Review of Learning Outcomes

 Discussion: Reflect on the progress made during the course, reviewing the goals set at
the beginning and how they were achieved. Discuss how students can continue
practicing their English skills after the course ends.
 Activity: Create a group discussion where students talk about the most challenging and
the most enjoyable parts of the course. This will help reinforce their learning and give
them confidence moving forward.

2. Certificate of Completion

 Discussion: Hand out certificates of completion to students who have met the course
requirements, recognizing their hard work and progress.
 Example:
o Ceremony: Conduct a small ceremony where each student is called up to
receive their certificate, along with a few words of encouragement.
3. Final Feedback and Course Evaluation

 Discussion: Gather feedback from students about the course, discussing what they
found helpful and what could be improved. This session also allows students to ask any
final questions or seek additional guidance.
 Example:
o Survey: Distribute a course evaluation survey for students to complete, covering
topics such as content clarity, teaching methods, and overall satisfaction.
o Open Discussion: Allow students to share their thoughts verbally, fostering an
open dialogue about their learning experience.