Year 2

(Entry into Year 3)

25 hour revision course

English as a Foreign Language

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Section 1 – Past Simple

6 hours

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Lesson 1 Revision of Past Simple – 4 hours

This section will focus on the correct formation of common verbs in the

past simple tense and will include regular and irregular verbs. Remember,

we add ‘-ed’ to most verbs to change them from the stem form (i.e. ‘play’)

to create the verb in the past simple (‘played’).

Exercise 1: Please change the present simple verbs to the simple past using

–ed. For present simple verbs that end in ‘e,’ just add ‘d.’

Example: walk + -ed = walked

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Exercise 2: Change the following sentences from present simple to past

simple. These verbs are irregular. Use the word bank below if you need

help.

Ex. I am sad. I was sad.

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Exercise 3: Please match the verb in the present tense to its irregular past

tense form.

Exercise 4: Please match the verb in the present tense to its irregular past

tense form.

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Exercise 5: Please match the verb in the present tense to its irregular past

tense form.

Exercise 6: Please match the verb in the present tense to its irregular past

tense form.

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Exercise 7: Please circle the verbs that are spelt the same in both the

present simple and simple past.

Exercise 8: Please add the correct vowel to change the present simple verb

to the simple past for these irregular verbs.

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Exercise 9: Re-write the sentence with the correct spelling of the past

simple verb.

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Exercise 10: Write about what you did yesterday using verbs in the past

simple. Start with when you woke up and end with when you went to

bed.

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Exercise 11: Write about what you did and what your parents and other

family members did to help you when you were a baby.

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Exercise 11: Write about a holiday or vacation you took with your family

in the past. Describe where you went, how you got there, and what you

did.

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Lesson 2 Vocabulary used with the Past Simple – 2 hours

This section will focus on usage of vocabulary often used in conjunction with the Past Simple tense.

Mastery of these terms will increase accuracy of description and fluency.

Exercise 1: Answer the questions with one of the words or phrases listed

in the box below. You will use one word twice.

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Exercise 2: Choose the sentence or sentences that are correct.

✓

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Exercise 3: Write sentences correctly using the subjects, verbs, and

periods of time given. You are encouraged to include words not listed.

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Exercise 4: Answer the questions below using the time vocabulary from

this section.

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Section 2 – Vocabulary for frequency and

amount

4 hours

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Lesson 3 – Adverbs of frequency (definite) -1 hour

This section will focus on enhancing your child’s ability to describe events in terms of how often they

occur. The first lesson will discuss definite adverbs of frequency.

Carefully read the information below:

Example 1:

‘I drink milk on Monday, Tuesday, Wednesday, Thursday, Friday,

Saturday, and Sunday.’

This takes a long time to say or write and does not sound very good.

Instead, we can say this:

‘I drink milk every day.’

OR

‘I drink milk daily.’

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Example 2:

‘The teacher teaches different pupils at 8:00, 9:00, 10:00, and 11:00

in the morning.’

Instead, we can say this:

‘The teacher teaches different pupils every hour in the morning.’

OR

‘The teacher teaches different pupils hourly in the morning.’

Example 3:

‘Around the world, two mothers have babies every second.’

Example 4:

‘When you take a shower, you use eight litres of water every minute.’

Example 5:

‘The teachers meet with the principal every Monday.’

OR

‘The teachers meet with the principal weekly on Mondays.’

Example 6:

‘My mother takes me to the doctor every year to be sure I am

healthy.’

OR

‘My mother takes me to the doctor yearly to be sure I am healthy.’

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Example 7:

‘There are four seasons: summer, fall, autumn, and spring. The

seasons change four times a year.’

Example 8:

‘The baby needs its nappy changed three times a day.’

Exercise 1: List things you do daily (every day).

Exercise 2: List things you do weekly (one time every week).

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Exercise 3: List things you do yearly (one time every year).

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We ask questions about frequency using the phrase ‘how often.’ When

answering a question with ‘one time’ we can use the word ‘once.’ When

answering a question with ‘two times’ we can use the word ‘twice.’

Exercise 4: Answer the following questions about yourself.

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Lesson 4 – Adverbs of frequency (indefinite) - 1 hour

This section continues to enhance your child’s ability to describe events in terms of how often they

occur. This lesson will discuss indefinite adverbs of frequency.

We can answer questions about to frequency (how often) in another way.

Instead of giving an answer with a number (ex. four times a week) or

period of time (every minute, hour, week, year, etc.), we can answer with

these words.

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Example 1: ‘never’

I am a boy. I never use the women’s restroom.

I write with my right hand. I never use my left hand to write.

Two plus two is never five.

Example 2: ‘rarely’

I was late to class two times last year. Last year, I was rarely late.

Sharks hurt three people per year. Sharks hurt people rarely.

I don’t like television shows about cooking. I only watch them

when nothing else is on. I watch cooking shows rarely.

Example 3: ‘sometimes’

My friend comes over to play every two weeks. My friend comes

over to play sometimes.

We go to visit my grandmother twice a month. We visit my

grandmother sometimes.

Too many sweets are bad for you. This is why we only eat sweets

sometimes.

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Example 4: ‘often’

My mother likes coffee. She drinks it five days a week. My mother

drinks coffee often.

The football team practices on Mondays, Wednesdays, and Fridays.

The football team practices often.

Our teacher gives us tests every week. Our teacher gives us tests

often.

Example 5: ‘usually’

I go to bed at nine o’clock on school nights. I usually go to bed at

nine o’clock.

I go to school except when I am ill or on holiday. I usually go to

school.

Coca-Cola costs 85p unless there is a sale and it is cheaper. Coca-

Cola usually costs 85p.

Example 6: ‘always’

Red and blue always make purple.

January always comes before February.

An hour is always longer than a second.

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Exercise 1: Put the frequency words in order from most to least often.

_____________________________

_____________________________

_____________________________

_____________________________

_____________________________

_____________________________

Exercise 2: Choose the sentence that is true.

✓

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Exercise 3: List things you always do.

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Exercise 4: List things you sometimes do.

Exercise 5: List things you never do.

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Exercise 6: List things you rarely do.

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Lesson 5 – Countable and uncountable nouns – 2 hours

This section will revise the difference between nouns we can count and nouns we cannot count and

the effect this distinction has on formulating correct phrases.

How much milk? How many apples? How do we know the difference?

We can count some things like apples (one apple, two apples, three apples,

etc.), but cannot count other things like milk (we do not say one milk, two

milks, three milks).

Note: We can count bottles or litres of milk, but we cannot count milk

itself. There are other examples of this. We can count loaves of bread

but not bread itself. We can count slices or wheels of cheese, but we

cannot count cheese itself, etc.

We use ‘how many’ (countable) with: eggs, bananas, carrots, bicycles,

girls, doctors, books, bottles, shirts, days, years, people, computers, jobs,

countries, animals, etc.

We use ‘how much’ (uncountable) with: milk, bread, juice, salt, water,

butter, yogurt, money, petrol, rice, pasta, art, information, love, music,

thought, etc.

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Some nouns can be countable or uncountable depending on how they are

used.

When learning a new noun, it is a good idea to ask if it is countable or

uncountable.

With countable nouns, we use ‘a,’ ‘an,’ or ‘some.’ For questions, we use

‘any’. For example:

‘I have a chicken.’

‘She had some apples.’

‘Do you have any potatoes?’

With uncountable nouns, we use ‘some’ or phrases like ‘a little of’ or ‘a lot

of’. For questions, we also use ‘any’. For example:

‘He has some flour.’

‘There was a little bit of rain last night.’

‘The cake had a lot of sugar.’

‘Do you have any tea?’

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Exercise 1: Sort the following words into countable and uncountable

nouns.

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Exercise 2: Circle the correct answer.

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Exercise 3: Match the unit with the whole. The first one is done for you.

There is more than one correct answer for many of the words.

Exercise 4: Write a shopping list for a trip to the grocery store. The food

you buy should last you for a week. Use countable and uncountable nouns

properly.

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Section 3 – Expanding knowledge of

adjectives and adverbs

5 hours

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Lesson 6 – Expanding knowledge of adjectives – 3 hours

This section will encourage you to increase your ability to describe people, places, things, and ideas.

Exercise 1: Cross out the word that does not fit with the others.

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Exercise 2: Match each adjective with its opposite.

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Exercise 3: Match each adjective with its synonym (word that means the

same).

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Exercise 4: Describe this picture in full sentences. Use as many adjectives

as you can.

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Exercise 5: Describe this picture in full sentences. Use as many adjectives

as you can.

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Exercise 6: Describe this picture in full sentences. Use as many adjectives

as you can.

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Lesson 7 – Expanding knowledge of adverbs – 2 hours

This section will encourage you to increase your ability to describe actions and to distinguish adverbs

from adjectives.

Adverbs tell us when, where, or how an action (verb) is performed. You

already know some adverbs that describe things like frequency (daily,

weekly, usually, rarely, always, etc.) and place (here, there, everywhere,

etc.). Some adverbs describe the degree, level, or extent to which

something happens (almost, nearly, quite, hardly, barely, just).

Note: Many adverbs end in ‘-ly.’

Example 1: ‘The turtle walked slowly.’

Slowly’ describes how the turtle walked.

Example 2: ‘She completed the exam easily.’

‘Easily’ describes how she completed the exam.

Adverbs are also used with adjectives.

Example 1: ‘The teacher is very nice to her pupils.’

‘Very’ describes how nice the teacher is.

Example 2: ‘After walking ten kilometres, he was extremely hungry.’

‘Extremely’ describes how hungry the man was.

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Sometimes, adverbs are used with other adverbs.

Example 1: ‘The girl touched the kitten very carefully.’

‘Very’ describes how carefully the girl touched the kitten.

Example 2: ‘The firefighters acted really calmly despite the huge flames.

‘Really’ describes how calmly the firefighters acted.

Exercise 1: Circle the adverb(s) in the sentences below.

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Exercise 2: Your plane crashed in the ocean and you must live on this

island until someone rescues you. Describe your daily routine (present

tense) to survive and find help. Use adverbs frequently and properly.

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Exercise 3: You and your friends played ‘cops and robbers’ yesterday

after school. Describe, in the past simple tense, how you robbed a bank

without getting caught by the police. Use adverbs frequently and

carefully.

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Section 4 – The future

3 hours

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Lesson 8 – Exploring the future – 3 hours

This section will revise the various ways to express ideas in the future and vocabulary associated with

this concept.

There are several ways to talk about the future in English.

The first is to use the word ‘will’ or ‘will not’ (won’t) with a stem verb.

For example,

‘It will rain tomorrow. I heard it on the news.’

In the negative:

‘It will not (won’t) snow for months. It’s August.’

As a question:

‘Will you walk with me to school tomorrow?’

Response: ‘

Yes, I will.’

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We can also use the phrase ‘going to’ with ‘to be’ in the present tense and a stem verb.

For example,

‘I am going to go to the movies with my parents tonight.’

Am is the verb ‘to be’ in the present tense. Go is the stem verb.

In the negative:

‘She is not going to run in the race tomorrow.’ Is is the verb ‘to

be’ in the present tense. Run is the stem verb.

As a question:

‘Are you going to football practice this afternoon?’

Response:

‘No, I am not.’

In general, we use ‘will’ when talking about the future in general or if

when making a promise to someone. We use ‘going to’ when talking

about definite plans.

Exercise 1: Make sentences using the words below and your own ideas.

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Exercise 2: Describe your plans for this weekend. Use the phrase ‘going

to.’

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Exercise 3: Imagine you are a world leader. Write a letter to your people

describing promises you can make to improve your country. Use ‘will.’

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Section 5 – Present continuous

2 hours

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Lesson 9 – Right now: The present continuous – 2 hours

This section will reinforce the concept of the present continuous. Pupils will receive guidance on how

to describe and discuss situations and settings in the present moment.

Exercise 1: Draw a picture of what you are doing right now.

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We use am/is/are + stem verb + ing to describe actions occurring right

now.

For example: I am sitting at my desk.

The girl is eating an apple.

We are playing football.

Exercise 2: Choose the sentence that is formed correctly.

✓_

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Exercise 3: Describe what each person is doing. Use full sentences.

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Section 6 – Reading Comprehension

3 hour

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Lesson 10 – Reading comprehension – 3 hours

This section assesses the pupil’s ability to analyse a level appropriate text and answer questions about

the text using proper sentences.

LITTLE RED RIDING-HOOD.

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Exercise 1: Answer the questions about the story. Use complete

sentences.

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Exercise 2: Tell the story of the poem in your own words. Use complete

sentences.

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Exercise 4: Compare how you play with your friends with how the boys

in the poem play together. What do you do that is the same when? What

do you do that is different?

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Exercise 5: Do you ever get hurt while playing like Tom? How did it

happen? Did you go to the doctor?

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Section 7 – Creative writing

2 hours

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Lesson 11 – Creative writing – 2 hours

This section allow the pupil to maximize his or her imaginative power and practice using all of the

grammar and vocabulary learned thus far in the context of storytelling.

Exercise 1: Write a story about something you did last summer. Use

verbs in the simple past, adjectives, and adverbs correctly. Be careful with

countable/uncountable nouns and irregular verbs.

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Exercise 2: What did you do to celebrate your birthday last year? Who

were you with? Where did you go? Write a story about it using verbs in

the past simple. Be careful with irregular verbs and spelling.

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