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.