LESSON 16 WELL, THIS IS A SURPRISE.

Telling the Time

1. Introduction to Clocks and Time

• Objective: Understand the concept of time and identify the parts of a clock.

• Materials Needed:

  • Analog clocks (real or toy clocks with movable hands)
  • Digital clocks (pictures or actual devices)
  • Flashcards with different times displayed
  • A large wall clock with movable hands for demonstration

• Content:

• Parts of a Clock: Explain the face of the clock, hour hand, minute hand, and second hand.
• Analog vs. Digital: Show examples of both and explain how they represent time differently.
• Full Hours and Half Hours: Start by teaching full hours (e.g., 1:00, 2:00) before moving to half hours (e.g., 1:30, 2:30).

2. Teaching Full Hours and Half Hours

• Objective: Be able to read full hours and half hours on both analog and digital clocks.
• Activities:
  • Clock Matching Game: Provide students with flashcards of different times and ask them to set the time on their mini clocks.
  • “What Time Is It?” Game: Show a time on the large wall clock, and students must read it aloud.
  • Worksheet Activity: Provide worksheets with pictures of clocks showing different times, and have students write down the time.

3. Teaching Quarter Hours and Minutes

• Objective: Understand and tell time using quarter hours (e.g., quarter past, quarter to) and read time by the minute.
• Materials Needed:
  • Clock face printouts with marked minute intervals
  • Flashcards showing times like 3:15 (quarter past three), 4:45 (quarter to five)
• Activities:
  • Demonstration with Movable Hands: Use the large clock to show quarter past, half-past, quarter to, and explain each term.
  • Practice Sheets: Sheets with different clock faces and digital times for students to match and label.
  • Interactive Time-Telling: Use online interactive clock tools where students can move the clock hands digitally and see the corresponding time.

4. Advanced Time Concepts

• Objective: Understand and read time in different formats (12-hour and 24-hour clocks) and solve real-life time-related problems.
• Activities:
  • AM and PM Explanation: Explain the difference between AM and PM and use examples (e.g., 7:00 AM is morning; 7:00 PM is evening).
  • 24-Hour Clock Practice: Provide examples of time conversions (e.g., 14:00 to 2:00 PM).
  • Time Word Problems: Solve problems like calculating the duration between two times (e.g., How many hours from 3:00 PM to 6:00 PM?).

5. Games and Activities for Practice

• Objective: Reinforce time-telling skills through fun, engaging activities.
• Activities:
  • Time Bingo: Create bingo cards with different times, and call out times for students to match.
  • Clock Craft: Have students make their own paper plate clocks with movable hands to practice setting different times.
  • Time Scavenger Hunt: Place various clock images around the classroom with different times. Students find them and write down what time each clock shows.

6. Assessment and Practice

• Objective: Evaluate students’ understanding of time-telling concepts.
• Activities:
  • Oral Quizzes: Show a time on a clock and ask students to say the time.
  • Worksheets: Provide worksheets that cover reading analog and digital clocks, drawing the hands on blank clock faces, and solving time word problems.
  • Digital Time-Telling Games: Use apps or websites that offer time-telling games to reinforce learning.

Tips for Teaching Telling the Time

1. Repetition: Regular practice is key to mastering time-telling.
2. Relatable Examples: Relate time to daily routines (e.g., "We have lunch at 12:00 PM").
3. Visual Aids: Use visual aids such as large clocks, colorful worksheets, and digital tools.
4. Hands-On Practice: Encourage students to use real or toy clocks to physically move the hands.
5. Interactive Learning: Engage students with interactive activities and games.

Summary

Telling the time is an essential skill that can be effectively taught using a combination of analog and digital clock examples, hands-on activities, games, and real-life scenarios. Ensuring students understand both analog and digital representations of time, as well as concepts such as quarter past, half-past, and AM/PM, will help build a strong foundation in time-telling.

LESSON 15 WHAT SHOULD JHON DO?

"How Much," "How Often," and "How Long"

1. Introduction to Question Words

• Objective: Understand the meaning and usage of "How Much," "How Often," and "How Long."

• Materials Needed:

  • Flashcards with question words ("How Much," "How Often," "How Long")
  • Real-life objects (e.g., coins, fruits, clocks)
  • Pictures depicting different scenarios (e.g., shopping, exercising, daily routines)
  • Whiteboard and markers for explanations

• Content:

  • How Much: Used to ask about quantity (uncountable nouns) or price.
  • How Often: Used to inquire about frequency.
  • How Long: Used to ask about duration or length of time.

2. Teaching "How Much"

• Objective: Be able to use "How Much" to ask about quantity and price.
• Activities:
  • Shopping Role-Play: Set up a small shop in the classroom with items labeled with prices. Students ask, “How much is this?” or “How much are these apples?” to practice asking about prices.
  • Counting Uncountable Nouns: Use real objects or pictures (e.g., milk, sugar, water) and ask students questions like “How much milk do we have?” Encourage responses such as “A lot,” “A little,” or specific quantities using measuring tools.
  • Worksheet Activity: Provide worksheets with pictures of items and blank price tags. Students fill in the blanks by asking and answering “How much?”

3. Teaching "How Often"

• Objective: Be able to use "How Often" to ask about the frequency of activities or events.
• Activities:
  • Daily Routine Discussion: Ask students to share their daily routines. For example, “How often do you brush your teeth?” Answers could be “twice a day,” “every morning,” etc.
  • Frequency Adverbs Flashcards: Introduce words like “always,” “often,” “sometimes,” “rarely,” and “never.” Ask students to match activities with these frequency adverbs (e.g., “How often do you exercise?” – “Often”).
  • Survey Activity: Give students a survey to fill out about their classmates' habits. Questions could include “How often do you watch TV?” and “How often do you eat vegetables?” Students can practice using and answering with frequency adverbs.

4. Teaching "How Long"

• Objective: Be able to use "How Long" to ask about the duration of activities or events.
• Activities:
  • Time Calculation: Use a clock or timer to measure how long it takes to complete a simple task (e.g., writing a sentence, walking around the classroom). Ask questions like “How long did it take you to finish?”
  • Movie or Event Discussions: Talk about movies or events and ask, “How long is the movie?” or “How long was the concert?”
  • Worksheet on Duration: Provide a worksheet with different activities (e.g., playing soccer, reading a book) and ask students to estimate or write down how long each activity takes (e.g., “It takes 30 minutes to play soccer”).

5. Practice and Application Activities

• Objective: Reinforce understanding of "How Much," "How Often," and "How Long" through practical exercises.
• Activities:
  • Matching Game: Create a set of cards with activities and another set with suitable responses. Students match questions with the appropriate answers (e.g., “How often do you eat breakfast?” – “Every day”).
  • Group Discussion: Divide students into small groups and give them different scenarios. Each group should come up with a list of questions using "How Much," "How Often," and "How Long" relevant to their scenario.
  • Role-Playing Conversations: Students role-play different real-life situations like a conversation with a doctor, shopping, or planning a trip, incorporating all three question types.

6. Assessment and Practice

• Objective: Evaluate students' understanding and usage of "How Much," "How Often," and "How Long."
• Activities:
  • Quiz: Conduct a short quiz with multiple-choice and fill-in-the-blank questions using all three question types.
  • Oral Practice: Ask students to prepare questions for a classmate using each of the question words and practice asking and answering them in pairs.
  • Listening Exercise: Play a recorded conversation or reading passage where these question types are used. Students have to note down the questions and the corresponding answers.

Tips for Teaching "How Much," "How Often," and "How Long"

1. Use Real-Life Scenarios: Relate the questions to students' daily experiences for better understanding.
2. Visual Aids: Use pictures, real objects, and flashcards to visually demonstrate concepts.
3. Repetition and Practice: Regularly practice asking and answering these questions in different contexts.
4. Interactive Learning: Engage students through role-plays, group discussions, and interactive activities.
5. Feedback and Correction: Provide immediate feedback on students' usage and correct mistakes constructively.

Summary

Teaching "How Much," "How Often," and "How Long" involves introducing the concepts through simple explanations, reinforcing through interactive activities, and assessing understanding through quizzes and practical exercises. Using real-life examples, visual aids, and engaging exercises helps students grasp and apply these question forms effectively.

LESSON 14 YOU SHOULD BE NICE TO HIM.

 The Use of "Should" in Negative, Positive, and Question Forms

Objective: To help students understand and correctly use the modal verb "should" in its different forms (positive, negative, and question) to give advice, make suggestions, or express obligations.

1. Introduction to "Should"

• Definition: "Should" is a modal verb used to give advice, suggest actions, express obligation, or show what is expected or appropriate.
• Usage: It is commonly used to indicate what someone thinks is a good idea or necessary in certain situations.

2. Structure of "Should" Sentences

• "Should" is always followed by the base form of the verb (the infinitive without "to").

Positive Form

• Structure: Subject + should + base form of the verb
• Example Sentences:
• You should eat more vegetables.
• She should study for the exam.
• We should go to the doctor.

Negative Form

• Structure: Subject + should + not + base form of the verb
• Example Sentences:
• You should not smoke.
• He shouldn’t skip his meals.
• They should not be late for the meeting.

Question Form

• Structure: Should + subject + base form of the verb?
• Example Sentences:
• Should I call her now?
• Should we take this route?
• Should they be worried?

3. Table Form of "Should" in Different Forms

Form	Structure	Examples
Positive	Subject + should + verb	You should exercise regularly.
		He should apologize to her.
		We should help the poor.
Negative	Subject + should not + verb	You should not drive so fast.
	(shouldn’t)	She shouldn’t ignore the rules.
		We shouldn’t waste food.
Question	Should + subject + verb?	Should I bring an umbrella?
		Should we invite them to the party?
		Should they start the project now?

4. Practice Activities

Activity 1: Sentence Transformation

• Provide students with a list of sentences in different forms (positive, negative, question). Ask them to transform each sentence into the other forms.
• Example:
• Original: She should exercise daily.
• Negative: She should not exercise daily.
• Question: Should she exercise daily?

Activity 2: Giving Advice Role-Play

• Pair up students and give them scenarios where they have to give advice using "should." One student asks a question, and the other responds with advice.
• Scenario: A friend is feeling tired.
• Student A: What should I do?
• Student B: You should rest more and get enough sleep.

Activity 3: Class Discussion

• Have a class discussion where students give advice about different topics using "should."
• Example Topics:
• Healthy habits
• Studying for exams
• How to handle stress
• Encourage students to use both positive and negative forms (e.g., "You should eat healthy food," "You shouldn't eat too much junk food").

Activity 4: Question Practice

• Provide a list of situations and have students form questions using "should" about each situation.
• Example:
• Situation: The weather looks bad.
• Question: Should we cancel the picnic?

5. Assessment and Feedback

• Quiz: Prepare a short quiz where students have to choose the correct form of "should" for different sentences.
• Worksheet: Create a worksheet where students complete sentences using "should" in positive, negative, or question forms.
• Oral Practice: Have students practice forming and answering "should" questions in pairs or small groups.

6. Summary

Understanding the use of "should" in positive, negative, and question forms is essential for giving advice, making suggestions, or expressing obligations. Using practical activities and discussions helps students become more comfortable using "should" in everyday conversation.

By practicing with different scenarios and transforming sentences into different forms, students will develop a better understanding of how to use "should" correctly and effectively.

 

 

LESSON 13 YOU AND JAKE HAVE TO WORK TOGETEHER.

The Use of "Have to" in Negative, Positive, and Question Forms

Objective: To help students understand and correctly use the modal verb "have to" in its different forms (positive, negative, and question) to express necessity, obligation, or lack thereof.

1. Introduction to "Have to"

• Definition: "Have to" is a modal verb phrase used to indicate necessity or obligation. It is often used to express that something is required or compulsory.
• Usage: It is commonly used to talk about rules, laws, duties, or external obligations.

2. Structure of "Have to" Sentences

• "Have to" changes depending on the subject of the sentence. For the third-person singular (he, she, it), use "has to." For other subjects (I, you, we, they), use "have to."

Positive Form

• Structure: Subject + have/has to + base form of the verb
• Example Sentences:
• I have to finish my homework.
• She has to wake up early.
• They have to wear uniforms at school.

Negative Form

• Structure: Subject + do/does not have to + base form of the verb
• Example Sentences:
• You don’t have to go if you don't want to.
• He doesn’t have to work on weekends.
• We don’t have to attend the meeting.

Question Form

• Structure: Do/Does + subject + have to + base form of the verb?
• Example Sentences:
• Do I have to complete this assignment today?
• Does she have to leave now?
• Do we have to wear a uniform?

3. Table Form of "Have to" in Different Forms

Form	Structure	Examples
Positive	Subject + have/has to + verb	I have to study for my exams.
		He has to go to work.
		They have to follow the rules.
Negative	Subject + do/does not have to + verb	You don't have to come early.
		She doesn’t have to take the test.
		We don’t have to clean today.
Question	Do/Does + subject + have to + verb?	Do you have to leave now?
		Does he have to submit this form?
		Do they have to attend the event?

4. Practice Activities

Activity 1: Sentence Transformation

• Provide students with sentences in different forms (positive, negative, question). Ask them to transform each sentence into the other forms.
• Example:
• Original: She has to study tonight.
• Negative: She doesn’t have to study tonight.
• Question: Does she have to study tonight?

Activity 2: Role-Play Scenarios

• Create scenarios where students use "have to" in conversations. Assign roles where one student gives a rule or obligation, and the other responds.
• Scenario: A teacher and a student talking about school rules.
• Teacher: You have to wear your ID badge.
• Student: Do I have to wear it all day?
• Teacher: Yes, but you don’t have to wear it during sports.

Activity 3: Group Discussion

• Hold a group discussion on various topics (e.g., school rules, job responsibilities, house chores). Ask students to use "have to" to talk about things they must do.
• Example:
• “I have to do my homework before dinner.”
• “We don’t have to go to school on Saturdays.”
• “Does everyone have to submit the project by Friday?”

Activity 4: Question and Answer Practice

• Provide a list of situations, and have students ask and answer questions using "have to."
• Example:
• Situation: There’s an exam next week.
• Question: Do we have to study for the exam?
• Answer: Yes, we have to study for the exam.

5. Assessment and Feedback

• Quiz: Prepare a quiz with multiple-choice and fill-in-the-blank questions that use "have to" in different forms.
• Worksheet: Create a worksheet where students complete sentences using "have to" in positive, negative, or question forms.
• Oral Practice: Have students practice asking and answering "have to" questions in pairs or small groups.

6. Summary

Understanding the use of "have to" in positive, negative, and question forms is important for expressing obligations and necessities. Through practical activities, discussions, and sentence transformations, students can practice and master the correct usage of "have to."

By regularly using "have to" in conversations, students will become more comfortable with its application in everyday life, helping them clearly communicate responsibilities, duties, and requirements.

 

LESSON 10 SAY, WOULD YOU LIKE TO HAVE DINNER WITH ME TONIGHT?

The Use of "Would" in Positive, Negative, and Question Forms

Objective:

To help students understand how to use "would" in positive, negative, and question forms. Students will learn how to form sentences using "would" for expressing hypothetical situations, polite requests, preferences, and future in the past.

1. Introduction to "Would"

• Definition: "Would" is a modal verb often used to express:
• Hypothetical situations (imaginary or unlikely situations)
• Polite requests or offers
• Preferences
• Future in the past (talking about a future event from a past perspective)
• Basic Structure:
• Subject + would + base form of the verb

2. Using "Would" in Different Contexts

1. Hypothetical Situations:
• Example: "I would travel the world if I had enough money."
• Here, "would" is used to describe what someone might do if the situation were different.
2. Polite Requests or Offers:
• Example: "Would you help me with my homework?"
• Using "would" makes the request more polite.
3. Expressing Preferences:
• Example: "I would rather stay at home than go out."
• "Would" expresses what someone prefers.
4. Future in the Past:
• Example: "He said he would call me later."
• "Would" is used to talk about the future from a past viewpoint.

3. Forms of "Would"

Positive Form:

• Structure: Subject + would + base verb
• Examples:
• "She would like to visit Paris."
• "They would go to the beach every summer."

Negative Form:

• Structure: Subject + would not (wouldn't) + base verb
• Examples:
• "I would not (wouldn't) eat that."
• "He would not (wouldn't) agree with this plan."

Question Form:

• Structure: Would + subject + base verb?
• Examples:
• "Would you like some tea?"
• "Would they come if we invited them?"

4. Table Form for Easy Reference

Form	Structure	Example Sentence
Positive	Subject + would + base verb	"She would love to see the show."
Negative	Subject + would not (wouldn't) + base verb	"I wouldn't want to miss the movie."
Question	Would + subject + base verb?	"Would you join us for dinner?"

5. Detailed Examples of "Would" Usage

1. Hypothetical Situations:
• Positive: "I would buy a new car if I won the lottery."
• Negative: "I wouldn't move to the city if I didn't have a job there."
• Question: "Would you move to another country if you got a better job?"
2. Polite Requests/Offers:
• Positive: "I would like a cup of coffee, please."
• Negative: "I wouldn't ask if it weren't important."
• Question: "Would you mind helping me with this project?"
3. Expressing Preferences:
• Positive: "I would prefer to have dinner at home."
• Negative: "I wouldn't choose the spicy dish."
• Question: "Would you rather stay here or go out?"
4. Future in the Past:
• Positive: "He promised he would be back by noon."
• Negative: "They said they wouldn't be late."
• Question: "Did she say she would come to the party?"

6. Practice Activities

Activity 1: Fill in the Blanks

• Fill in the blanks with the correct form of "would" (positive, negative, question).
1. If I were you, I _______ (accept) the job offer.
2. _______ you _______ (help) me with these bags?
3. We _______ not (go) out if it’s raining.

Answers:

1. would accept
2. Would, help
3. would not (wouldn't) go

Activity 2: Sentence Transformation

• Rewrite the sentences using "would" in a different form.
1. "He likes to travel." → "He _______ like to travel."
2. "She will not do it." → "She _______ not do it."
3. "Can you come with us?" → "_______ you come with us?"

Answers:

1. would
2. would not (wouldn't)
3. Would

Activity 3: Making Polite Requests

• Create polite requests using "would."
• Example: (You/help/me?) → "Would you help me?"

2.                  (They/come/party?)

3.                  (You/like/coffee?)

4.                  (He/wait/for us?)

Answers:

1. Would they come to the party?
2. Would you like some coffee?
3. Would he wait for us?

7. Tips for Teaching the Use of "Would"

1. Use Real-Life Scenarios: Use scenarios like making requests at a restaurant or discussing future dreams to make examples relatable.
2. Role-Playing: Have students practice making polite requests or expressing preferences using role-playing activities.
3. Visual Aids: Create charts or tables that show different sentence structures using "would" for quick reference.
4. Repetition and Practice: Regularly practice forming positive, negative, and question sentences with "would" to reinforce learning.
5. Encourage Creativity: Let students create their own sentences using "would" to express hypothetical situations, preferences, or requests.

8. Summary

The use of "would" is versatile, ranging from polite requests to expressing hypothetical situations or preferences. By understanding its positive, negative, and question forms, students can effectively communicate in a variety of contexts. Regular practice and exposure to real-life examples will help students become confident in using "would" in their everyday conversations.