LESSON 16 WELL, THIS IS A SURPRISE.

Teaching Materials for 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?

Teaching Materials for "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.

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

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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.

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

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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 12 WOULD YOU LIKE TO GO TO SCOTTO’S

Teaching Materials: The Use of "Asking for Directions and Giving Directions"

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Objective: To help students understand and practice asking for and giving directions in English, using appropriate phrases and vocabulary.

1. Introduction to Asking and Giving Directions

• Definition: Asking for directions is when you request information about how to get to a particular place. Giving directions involves telling someone how to reach a specific location.
• Usage: This skill is commonly used when traveling, navigating a new city, or helping others find their way.

2. Vocabulary for Directions

Vocabulary	Meaning
Go straight	Continue in the same direction without turning.
Turn left	Make a left-hand turn.
Turn right	Make a right-hand turn.
Go past	Continue moving beyond a certain point.
Go along	Move in the same direction as the street or path.
Cross	Move from one side of the road or area to the other.
Next to	Beside or close to something.
Opposite	Directly across from something.
Behind	At the back of something.
In front of	Directly ahead of something.
Between	In the space separating two things.
On the corner	Where two streets meet.
At the end of	The final part of the street or road.
Near	Close to a particular place.
Far from	A significant distance from a place.

3. Phrases for Asking for Directions

Phrase	Usage
Excuse me, can you tell me how to get to...?	To ask someone for directions politely.
Could you please show me the way to...?	Another polite way to request directions.
How do I get to...?	Direct way to ask for directions.
Where is the nearest...?	To find the closest location (e.g., bank, restroom).
Is this the right way to...?	To confirm if you are going the correct direction.
Can you point me towards...?	To ask for a general direction.

4. Phrases for Giving Directions

Phrase	Usage
Go straight ahead	To continue moving forward.
Turn left/right at...	To indicate where to make a turn.
It’s on your left/right	To tell someone which side to look.
Go past the...	To instruct someone to pass by a landmark.
You will see a... on your left/right	To identify landmarks as reference points.
Take the first/second street on the left/right	To specify which street to turn onto.
Cross the street	To tell someone to go across the road.
It’s next to/in front of/opposite/behind...	To give the location relative to another place.
At the corner of... and...	To provide the intersection where something is located.
Follow this road	To tell someone to continue along the current road.

5. Table Form of Asking and Giving Directions

Context	Asking for Directions	Giving Directions
General	Can you tell me how to get to the park?	Go straight ahead and turn right at the next intersection.
Confirming Route	Is this the right way to the museum?	Yes, continue straight, and the museum will be on your left.
Nearest Place	Where is the nearest bus stop?	The nearest bus stop is around the corner, next to the pharmacy.
Detailed	How do I get to the train station from here?	Go straight, turn left at the traffic lights, and it’s next to the shopping mall.
Pointing to a Landmark	Where is the library?	It’s opposite the post office. You can’t miss it.

6. Practice Activities

Activity 1: Role-Playing Scenarios

• Instructions: Pair students up and provide each pair with different scenarios. One student will ask for directions, and the other will give directions.
• Scenario Examples:
• A tourist asking how to get to a famous landmark.
• Someone looking for the nearest coffee shop.
• A visitor needing directions to the train station.

Activity 2: Map Reading and Directions

• Instructions: Provide students with a simple map of a town or neighborhood. Have one student ask for directions to a specific location on the map, and the other student must give directions based on the map.
• Task: "You are at the library. How do you get to the cinema?"

Activity 3: Direction Matching Exercise

• Instructions: Prepare flashcards with direction phrases (e.g., “turn left,” “go straight”) and corresponding action images. Ask students to match the phrases with the correct images.

Activity 4: Giving Directions in Pairs

• Instructions: Use the classroom setup. One student asks for directions to a location (e.g., the teacher’s desk, door), and another student gives directions using the phrases learned.
• Task: "How do I get to the teacher’s desk from the window?"

Activity 5: Listening Practice

• Instructions: Play audio recordings of people giving directions. Have students listen and then draw the route on a simple map based on what they hear.

7. Assessment and Feedback

• Oral Test: Ask students to perform a short role-play in front of the class, asking for and giving directions to each other.
• Worksheet: Create a worksheet where students fill in blanks using appropriate direction phrases or complete a map with given directions.
• Quiz: A short quiz asking students to match directions phrases with their meanings or appropriate situations.

8. Tips for Teaching Directions

• Use Visual Aids: Maps, diagrams, and flashcards help visualize directions.
• Practice Real-Life Scenarios: Encourage students to use their school or local neighborhood as the setting for direction activities.
• Encourage Repetition: Have students practice direction phrases regularly to build confidence.
• Interactive Activities: Incorporate games like “Simon Says” using direction commands to make learning fun.

9. Summary

Learning to ask for and give directions is an essential communication skill, especially for travelers and those in new environments. Using structured activities, role-playing, and visual aids, students can become more comfortable and proficient in navigating and helping others navigate various locations. By consistently practicing these skills, students will build confidence and accuracy in real-life situations.