materi ge-1

GENERAL ENGLISH 1Speaking-Listening-Reading-Writing-Grammar

Pusat Bahasa Inggris - FKSB Unisma Bekasiopen english project sastra inggris

GENERAL ENGLISH 1Speaking-Listening-Reading-Writing-Grammar

©2011 open english project sastra inggris

5

ContentsWelcome to the New Term! 7

Reading & Writing I Meeting I 8Lesson Plan 9Sign Label and Notice 10

Reading & Writing I Meeting II 15Lesson Plan 16Pizza Menu 17

Reading & Writing I Meeting III 21Lesson Plan 22Notes and Memo 23

Reading & Writing I Meeting IV 27Lesson Plan 28Family 29

Reading & Writing I Meeting V 32Lesson Plan 33Job Vacancy 34

Grammar I Meeting I 38Lesson Plan 39Parts of Speech Singular & Plural Noun 41

Grammar I Meeting II 47Lesson Plan 48Verb Forms 49

Grammar I Meeting III 53Lesson Plan 54Transitive and Intransitive Verb 55

Grammar I Meeting IV 59Lesson Plan 60Adverbs and Adverb Phrases 61

Speaking & Listening I Class (1st Meeting) 66Lesson Plan 67Hello and Goodbye 68

Speaking & Listening I Lab. (1st Meeting) 75Lesson Plan 76Spelling & Pronunciation 77

Speaking & Listening I Class (2nd Meeting) 83Lesson plan 84People We Know 85

Speaking & Listening I Lab. (2nd Meeting) 93Lesson plan 94Time 96

Speaking & Listening I Lab. (3th Meeting) 101Lesson plan 102Family 103

Works Cited 107

Welcome to the New Term! 7

Welcome to the New Term!As the fresh term starts, we would like to present you with our newest module. Compiled from various respectable sources, this module is designed to help you build and boost your English skills.

In this module, you will experience a different way of learning, as it combines interactive with multimedia learning, in which you are trained to explore digital contents but at the same time boosts your communicative skills to interact with your classmates and lecturers.

This module covers the required skills that a person needs to have to master English. It gives you many different opportunities to interact with your class-mates, improve your reading techniques, as well as allow you to express yourself in writing.

We hope you enjoy this module and wish you every success with your English classes.

Pusat Bahasa Inggris UNISMA Open English Project-Sastra Inggris

Reading & Writing I Meeting I8

GE1-Reading&Writing-Meeting 1

Reading & Writing I Meeting I

Lesson Plan 9


Lesson PlanA. Learning objectives

• Read signs, labels, and notices• Associate signs, labels, and notices with places• Give appropriate response / reaction to signs, label, and notices

B. Materials• Vocabulary building (match the descriptions with the pictures)• Notice – factsheet• Notice (exercise)- worksheet• Notice and warnings – factsheet• Notice and warnings (exercise) – worksheet

C. Class activitiesa. Before readingVocabulary building (match the descriptions with the pictures)b. During readingNotice – factsheet

▶ Students practice skimming – finding the general idea, the information that the signs and no-tices capture- as they read the signs, label, and notices.

Notice (exercise)- worksheet▶ Students practice scanning as they try to associate the descriptions with the signs.▶ Students check their understanding about signs, labels, and notices by explaining the meaning of the signs.

Notice and warnings – factsheet▶ Students practice skimming – finding the general idea, the information that the signs and no-tices capture- as they read the signs, label, and notices.

Notice and warnings (exercise) – worksheet▶ Students practice scanning as they try to associate the descriptions with the signs.▶ Students check their understanding about signs, labels, and notices by explaining the meaning of the signs.

c. After reading▶ Students talk about signs and notices that they commonly find in public spaces.

In this meeting You will learn how to:

▶ Read signs, labels, and notices▶ Associate signs, labels, and notices with places▶ Give appropriate response / reaction to signs, label, and notices

Sign Label and Notice10


Sign Label and Notice

A B C

D E

A. Getting started Where do you normally see sign and notices above? Tell the class.

B. Vocabulary matchingMatch the description and the pictures

• You are not allowed to park here • There is a restroom here• There is no more ticket left to buy• The store is not open• Only the employees can enter the area• Don’t knock and enter the room

A B C D E F

Sign Label and Notice 11


There are lots of different signs for public toilets.

Men Women

Tip : Look for other signs in English. Write down any that you see.



Exercise1. Choose the correct letter.

1. Your sister wants to go to the toilet. 2. You want to buy something. 3. Your father wants to go to the toilet. 4. You want to go out of the shop.

2. Look at each of the notices on the opposite page. Write down a place where you can see each of them. No smoking - in a restaurant.

3. Look at the pictures and answer the question.

1. Can you go in now? No 4. How do you open the door - a or b ?

2. Can you use the telephone now? 5. How do you open the door - a or b ?

3. Can you park your car here ? 6. You haven’t got much money. Is this a good time to go shopping?

Sign Label and Notice 13


4. Notices often give you information (for example, that a shop is closed) or give you instructions (for example, that smoking is forbidden). Put the notices on the opposite page into two columns - Information and Instructions.

5. Where can you find examples of signs in English in your country?

C. Notices and warnings1. Informative notices Some notices give you information :

OUT OF ORDER NO VACANCIES SOLD OUT for a machine that is not in the window of a B&B outside a cinema or working, e.g. phone or (cheap hotel). It means the concert-there are no ticket washing machine. hotel is full. left. All sold.

2. Do this! Some notices tell you to do certain things :

PLEAS QUEUE OTHER SIDE KEEP RIGHT

(= wait in a line on the other side of (= stay on the right side, and continue on this notices) e.g. in a bank or post office the right side ) e.g. in airports

3. Don’t do this! Some notices tell you not to do certain things :

4. Watch out! Some notices are warnings - they tell you to be careful because something bad may happen : MIND YOUR HEAD MIND THE STEP (= be careful you don’t hit your head e.g. (= be careful you don’t hit the step and fall e.g. in front of a low door) in front of a step)

FRAGILE BEWARE OF PICKPOCKETS (= be careful, this will break easily) (= be careful , there are people here who will steal things from your bag or pocket without you knowing)



Exercise1. Can you complete these notices and warnings in possible ways, without looking at the opposite page?

PLEASE QUEUE ........................ BEWARE OF ............................

MIND THE ........................ MIND YOUR ............................. SOLD ...................

PLEASE DO NOT .................. OUT OF ..............................

NO ..................... KEEP ...................

2. Where would you expect to see notices or warnings ? 1 5

2 6

3 7

4 8

3. What notice (s) is/are possible in each of these places? 1. a zoo 2. a waiting area in a busy airport 3. the door of a hotel room at 9 o’clock in the morning 4. in front of garage doors 5. above the window of a train 6. inside a theatre 7. on the underground 8. a door going into a low room

4. Now write some different notices of your own. Think of six possible notices you could put in one these places : 1. a school 2. a university 3. a language school 4. a place where people work, e.g. bank , factory , hospital Where would you put the notices? If possible , do this activity with another person or show it to another person.

5. Look for other notices (in English or your first language). Can you understand the English notices? Can you translate them once in your own language. Try to find six more notices in the next week.

§§End of Meeting 1§§

Reading & Writing I Meeting II 15


Reading & Writing I Meeting II

Lesson Plan16



• Enrich vocabulary by associating words with pictures• Practice scanning and skimming • Associate pictures with menu description• Response to Yes-No question

B. Materials• Vocabulary building (match the words with the description)• Menu (Pizza) – factsheet• Menu (Pizza) – worksheet• Reading comprehension (Pizza)• Yes-No questions & Negative – exercise

C. Class activitiesa. Before readingVocabulary building (match the descriptions with the pictures) –

▶ Students enrich their vocabulary as they learn the name of pizza ingredients and try to match the pictures and the words.

b. During readingReading the menu

▶ Students can practice skimming by reading the overall menu, identifying the pizza they like. ▶ They can also practice pronouncing the prices.▶ Optional: game – One student describe a kind of pizza by mentioning the ingredients, and the other students try to guess the name of the pizza.

Associating pictures with the description ▶ Students practice identifying pizza ingredients in the pictures and match them with the menu

Finding prices ▶ Students practice scanning technique by scanning the menu to find the price

c. After reading Reading comprehension – students practice scanning as they try to find the answers. Responding to Yes-no questions – students practice answering yes-no questions using variety of subject pronouns.


▶ Enrich vocabulary by associating words with pictures▶ Practice scanning and skimming ▶ Associate pictures with menu description▶ Response to Yes-No question

Pizza Menu 17


Pizza Menu

A. Getting startedWhat is your favorite place to eat out? Tell the class

B. Vocabulary matchingMatch the pizza ingredients below with the pictures• Olives• Tomato• Tandoori chicken• Mozzarella cheese• Pepperoni• Green peppers• Sausages• Mushroom• Pineapple• Ham• Onions• Prawn

Pizza Menu18


STARTERS DARIO’S WONDERFUL PIZZAS 1 SMALL MEDIUM LARGE Garlic Bread 3. Original cheese and £5.50 £7.15 £8.15 £1.99 Tomato : Topped with 100% mozzarella cheese and fresh Topped with 100% sliced tomatoes mozzarella cheese and Dario’s own tomato sauce. 4. Full House £9.25$ £11.90 £13.65 Onions, green peppers, olives, pineapple, prawns 2 Chicken Dunkers 5. Mighty Meaty £9.25 £11.90 £13.65 £3.49 Onions, mushroom, pepperoni, ham, sausage 6 chicken wings served with 2 dips : Barbeque 6. Tandoori Hot £9.50 £12.10 £13.95 and chili pepper. Thick pieces of Tandoori chicken, onions, mushroom, green peppers

7. Vegetarian Supreme £8.50 £10.70 £11.90 Onions, green peppers, sweetcorn, mushroom, sliced tomatoes.

Some of the names of the pizzas are words that say how good something is. Wonderful = fantastic or brilliant Mighty = physically strong ; here it means ‘very’ Supreme = the best

Pizza Menu 19


First reading: Write at the menu number (1-7) next to the correct picture.

1 2

3 4

5 6

Second reading: How much are these ?

1. Garlic Bread and medium Mighty Meaty

2. Chicken Dunkers and a small Vegetarian Supreme 3. Garlic Bread and a large Original

Pizza Menu20


C. Look at the statements about the menu below. Mark (T) for true statement and (F) for false statement.

1. A large Tandoori Hot is £ 10.702. Full House consists of onions, green peppers, olives, pineapples, and prawns in.3. You can call at 0 2 1 7 5 6 9 5 1 for delivery order.4. You can find sausage in Vegetarian Supreme.5. There is no cheese in Garlic Bread.

Grammar Yes-No questions and answers; negatives Am I late? Yes, You are. No, You’re not. You’re not late. Are you busy? Yes, I am. No, I’m not. I’m not busy. Is he tired? Yes, He is. No, He’s not. He’s not tired. Is she strict? Yes, She is. No, She’s not. She’s not strict. (My boss isn’t strict) Is it hard work? Yes, It is. No, It’s not. It’s not hard work. Are we late? Yes, We are. No, We’re not. We’re not late. Are they nice? Yes, They are. No, They’re not. They’re not nice. (My co- workers aren’t nice)

Do you go to a class in the evening? Do you and your friends play sports after class? Yes, I do/ No, I don’t. Yes, We do/No, We don’t.

Does your mother work on the weekends? Do your friends make phone calls at night? Yes, She does/No, She doesn’t. Yes, They do/No, They don’t.

D. Answer the following questions. Then ask your partners. 1. Do you like pizza?2. Does your friend like spicy food? What about you?3. Can you cook? If you can, what food can you cook?4. What food do you like the most?5. Are you vegetarian?

*Vegetarian = somebody who eats vegetables, fruits, grains, seeds, and usually eggs and dairy products, but not meat or fish.


Reading & Writing I Meeting III 21


Reading & Writing I Meeting III

Lesson Plan22



• Read memo and notes• Apply scanning and skimming techniques in reading• Associate memos and notes with the contextual place• Write e-mail

B. Materials• Vocabulary building (associating memos with the people sending/receiving the memo and the

place) • Notes and memos (text + reading comprehension questions) – exercise 1• Memo (text + reading comprehension questions) – exercise 2• Writing an e-mail – composing an e-mail by answering questions in complete sentence.

C. Class activitiesa. Before readingVocabulary building (match the descriptions with the pictures)

▶ Students enrich their vocabulary as they learn to associate the memos with the potential sender, receiver, and the contextual place.

b. During readingNotes and memos (text + reading comprehension questions) –

▶ Students practice skimming as they read the note to identify the general idea of the note. ▶ Students also practice scanning as they try to identify the sender, the receiver of the note, and the contextual place▶ Students practice scanning as they learn to answer the questions regarding the note

Memo (text + reading comprehension questions) – exercise 2▶ Students practice skimming as they read the note to identify the general idea of the note. ▶ Students also practice scanning as they try to identify the sender, the receiver of the note, and the contextual place. ▶ Students practice scanning as they learn to answer the questions regarding the note

c. After readingWriting an e-mail

▶ Students practice answering questions in complete sentences. As they write, pay attention to the structure of the sentences (subject-verb agreement, pronoun usage).▶ Students then combine the answers together to compose an e-mail.


▶ Read memo and notes▶ Apply scanning and skimming techniques in reading▶ Associate memos and notes with the contextual place▶ Write e-mail

Notes and Memo 23


Notes and Memo

A. Getting started Where can you find notes and memo? Do you usually leave notes for message? Tell the class.

B. Building vocabulary Look at the short memos below. Read the message and decide the possible relation with the place and the relationship between the writer of the memo and the receiver.

A B

Notes and Memo24


Read the note. True or False? 1. Tommy is probably younger than Jo.

2. Tommy was frightened when he had the accident.

3. The accident was serious.

4. Tommy is at the hospital.

5. Mummy thinks she will be home quickly.

6. Mummy tells Jo to make her own dinner.

7. Daddy knows about the accident.

8. Jo is a student.

Notes and Memo 25


Memo

To : All Staff From : Maureen Gherkin Re : Gillian Homsey

As many if you know. Gillian Homsey will be leaving us at the end of the month after ten years faithful service in the accounts Department.

If you have not already given money for a leaving present, please do so. May I suggest that two to five pounds would be welcome. ( And by suitable I do not mean a repeat of the Gorillagram who left Mavis Percy in tears when she left!)

Suitable ideas for me, please.

Read the memo. True or False?

1. Maureen Gherkin is leaving the accounts department.

2. Gillian Hornsey has worked for the same company for ten years.

3. Gillian Hornsey has left the accounts department.

4. Nobody has given any money for a leaving present yet.

5. A party for Gillian Hornsey has not been arranged yet.

6. Maureen Gherkin is arranging the party.

7. Maureen Gherkin thinks a Gorillagram is a good idea.

8. Mavis Percy liked her Gorillagram.

memo = a business notes to one or more people who work in the same company as the sender.account department = the department in a company that deals with money.gorillagram = a person dressed as gorilla, who is hired to give someone surprise greeting and kiss at their birthday party , leaving party, etc.

Notes and Memo26


Exercise

Write an e-mail to a new friend. Answer these questions below in a complete sentence. Then use the answers to compose the e-mail.

1. What’s your name? 2. Where are you from? 3. What do you do? 4. Do you have a big family? 5. What do the people in your family do? 6. What are your hobbies?

Dear .........

My name’s ...................... I’m from .........


Reading & Writing I Meeting IV 27


Reading & Writing I Meeting IV

Lesson Plan28



• Name and identify family members• Apply scanning and skimming techniques in reading• Answer in complete sentences to form a paragraph

B. Materials• Vocabulary building (matching the description with the words)• Who’s who (Family tree) – exercise 1• Reading (Kevin and his family) + reading comprehension- exercise 2• Text completion• Writing about family

C. Class activitiesa. Before readingVocabulary building (match the descriptions with the words – family member)b. During readingWho’s who (Family tree) – exercise 1

▶ Students practice identifying connection in family tree and associate the connection between the family members.

Reading (Kevin and his family) + reading comprehension- exercise 2▶ Students practice skimming as they try to identify the general idea of the text (Kevin’s family)▶ Students practice scanning as they try to find the answers for the questions.

Text completion▶ Students practice locating the missing words to complete the blank spaces in the text. ▶ Students then can practice asking their peers about the text (ex: What is the dog’s name?)

c. After readingWriting about family

▶ Students practice answering questions in complete sentences. Ask them to pay attention to the structure of their sentences (S-V agreement, pronoun usage, and spelling).▶ Students then combine the sentences together to form a paragraph.


▶ Name and identify family members▶ Apply scanning and skimming techniques in reading▶ Answer in complete sentences to form a paragraph

Family 29


Family

A. Getting startedDo you come from a big family? How many people are there in your house?

B. Vocabulary building• Female parent, a woman who has a child• The brother of someone’s mother or father• Female sibling, a girl or woman who has the same parent• Parents’ father• The sister of someone’s mother or father, uncle’s wife• A child of someone’s uncle or aunt• Male parent, a man who has a child• Parents’ mother• Male sibling, a boy or man who has the same parents

Lesson Plan30


C. Who’s who?Direction: Use the family tree to complete the sentences about this family

1. David is Paul’s : 2. John is Katy’s : 3. Katy is Paul’s :4. Josh, David, and Emily are Paul and Katy’s : 5. Emily is Josh’s :6. Josh is David’s :7. John and Catherine are Katy’s :8. Katy is Josh’s :9. John is Catherine’s :10. Emily is Katy’s :

D. Reading Kevin and His Family

I love my family. We have four members, including my parents, my sister (Karen) and me (Kevin). My father works as a teacher and my mother is a housewife. My father is 50 years old and my mother is 45 years old. They are very nice. My younger sister is a cute and funny girl. She’s 5 years younger than me. I am 10 years of age. Whatever she says make me laugh. I love every minute to be with her. I love my family more than any-thing in the world. I will treasure every moment that I get to-gether with them!

Look at the questions below and answer them in complete sentences.1. What is Kevin’s father job?2. How old is his sister?3. How old is Kevin and his parents?4. Does Kevin love his parents? Why?5. Why does Kevin loves to be with his sister?

Complete the text below using the words under the text

Maria and Her Family My name is Maria. I ...............(1) in Valencia in Spain. My Mother’s......................(2) is Amparo and .......................(3)father’s name is Vicente. My mother is 43 years.............(4)and my mother is...................(5) doctor and my father is a dancer. I love..................(6) very much. I’ve..................(7)one horri-ble older brother and a little sister. .................(8)name is Fer-nando. He is a smelly boy. He............(9) to the same school as me. He...........(10) 15 years old. He..........(11)playing football, video games and annoying me! My little sister is Anna and she doesn’t talk a lot. I................(12)playing basketball and go-ing..................(13) with my friends. I..............(14) like schools because my teacher is always angry. We have one dog .............(15) Bobby. He is always happy.• A• Got• Likes• Old• Called

• My brother’s• Live• Them• Don’t• Is

• Name• Out• Goes• Like• My

Family 31


E. WritingNow write about your family! Answer the questions and arrange them as one paragraph.

1. What is your name?2. Where do you live?3. How many people are there in your family?4. How many sisters and brothers do you have?5. What are their names?6. How old are they?7. What is your father’s job?8. What is your mother’s job?9. Do you live happily with your family?

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Reading & Writing I Meeting V32


Reading & Writing I Meeting V

Lesson Plan 33



• Enrich vocabulary• Identify important information in job advertisement• Applying scanning and skimming techniques in reading job advertisement• Write complete answers

B. Materials• Vocabulary building – Identifying names of occupation from the job description• Jobs – identifying kinds of occupation and the work people do• Jobs (What do they do?) – associating pictures with occupation• Job advertisements• Writing (part 1) – answering the questions• Writing (part 2) – What is your dream job?

C. Class activitiesa. Before readingVocabulary building – Identifying names of occupation from the job description.

▶ Students enrich their vocabulary by associating the descriptions with the job. Jobs – identifying kinds of occupation and the work people do

▶ Students enrich their vocabulary and boost their speaking skills as they explore some jobs and the related action/job description.

Jobs (What do they do?) – associating pictures with occupation▶ Students learn to identify the names of the jobs from the pictures

b. During readingJob advertisements

▶ Advertisement – students practice skimming as they try to find the general idea, the most im-portant information from the job advertisement.▶ Reading comprehension- students practice scanning as they try to find the answers for the questions related to the advertisement.

c. After readingWriting (part 1) – answering the questions

▶ Students practice composing correct sentences by answering the questions in complete sen-tences

Writing (part 2) – What is your dream job?▶ Students practice expressing their opinion by writing their dream job. Students can take turn telling the class about their dream job before writing it down.


▶ Enrich vocabulary▶ Identify important information in job advertisement▶ Applying scanning and skimming techniques in reading job advertisement▶ Write complete answers

Job Vacancy34


Job Vacancy

A. Getting startedLook at the three pictures above. Order the pictures according to finding job advertisement, handing CV, and doing the job interview.

B. Vocabulary buildingMatch the descriptions, the professions, and the pictures.•Anemployeewhodoesaclericalandadministrationworkinoffice a.Engineer•Somebodywhopilotsanaircraftorspacecraft b.Teacher•Amemberofpoliceforce c.Hairdresser•Somebodytrainedtolookaftersickorinjuredpeople,especially d.Pilot those who work in hospital or clinic •Somebody’swhosejobistocutandmakestyleofpeople’shair e.Secretary•Somebodywhoistrainedasaprofessionalengineer f.Mechanic•Askilledworkerwhoisemployedtorepairoroperatemachine g.Nurse or engine •Somebodywhoteaches,especiallyasaprofession h.Policeofficer

Job Vacancy 35


C. Reading job advertisement

SELL INJURY INSURANCE Previous experience NOT essential Local area. Expenses paid. Train-ing provided. Major international company. Excellent career prospects+ package. CALL 0196 436211 FOR LOCAL INTERVIEW

PATTISON & CO SOLICITORS Have a vacancy for a PART-TIME MATURE PERSON to make / serve refreshment for their staff -20 hours per week (4 hours per day) times by arrangement. For further information telephone Washbourne on 0196 664433

CAREER required for part-time hours in our nursing home. We provide high standards of care and offer an excellent working environment. For details and conditions of service contact : Petronella Hoare, Lambtons. Tel. 0196 504504

Both package and conditions of service mean hours of work,holidays and other aspects of the job outside the salary it self.

WE NEED DISTRIBUTORS AGED 13+ IN ALL AREAS --------------------------------

Would you like the opportunity to earnextra cash close to home? If so we have

vacancy in our team of local distributorswhich would suit you. Both adults and

youngsters aged 13+ are required todeliver your local free paper

FOR MORE INFORMATION TELEPHONE 0196 - 675898 ----------------------------------

ALTERNATIVELY POST THE COUPON BELOW TO :

UNIT 2 FISHER BUSINESS PARKTAGWOOD INDUSTRIAL ESTATE

LANCHESTER LA4 7BU

THE KINGDOM COUNTRY CLUB

requiresEXPERIENCED CHEF/COOK

Must be motivated and creative with food.

EXPERIENCED BAR MANAGER/BAR PERSON

Required as part of the package (wage nego-tiable).

Could possibly suit couple.

PART-TIME BAR STAFF REQUIREDTel. 0196-887323 during office hours.

A

B

C

D

E

F

Job Vacancy36


First Reading. Read the advertisements and answer the questions.

1. Which advertisement is advertising more than one job?2. Which advertisement advertises the salary?3. Which advertisements have jobs that are full time?4. Which advertisements have jobs that are part time?5. Which advertisements mention the person’s age?6. Which advertisement is for a job with computers?7. Which advertisements are for people who have done the job before?8. Which advertisements can you answer by post?9. Which advertisement could be answered by two people together?10. Which advertisement offers somewhere to live?

Second reading. Match the jobs (1-8) with the job descriptions(a-b)

1. distributor a. makes cups of tea and gives them to staff

2. chef/cook b. is in charge of the bar

3. bar manager c. makes meals

4. bar staff d. looks after people who are old or ill

5. payroll controller e. sells insurance against being hurt

6. injury insurance salesperson f. helps to calculate salaries

7. a person to serve refreshment g. help at a bar

8. carer h. pushes newspapers through the letter box

D. Writing part 1Answer the following questions in complete sentences. Use the world bank to compose the answers. Pay at-tention to the subject and the predicate (verb).

1. What does a nurse do?2. What do police officers do?3. Does a secretary fix broken cars?4. What is a mechanic job?5. Whose job is dealing with building construction?6. What do teachers do?7. Who does a hairdresser do?8. Do pilots fly parachute?9. What is your dream profession? Why do you one to be one?

Job Vacancy 37


E. Writing part 2What is your dream job? Why do you want to be one?


Grammar I Meeting I38

GE1-Grammar-Meeting 1

Grammar I Meeting I

Lesson Plan 39



• Learn kinds and functions of parts of Speech• Identify singular and plural noun• Match the subject and the verb of the sentence

B. Materials• Vocabulary building (match the description with the parts of speech)• Identifying parts of speech• Singular & plural noun• Identifying singular & plural noun• Subject –verb agreement• Reading (In the morning) – text completion• Speaking (talking about morning activities• Plural form – text completion

C. Class activitiesa. Lead inVocabulary building (match the description with the parts of speech)

→ Students try to identify the description with the parts of speech. This is also to stimulate (acti-vate) their previous knowledge.

b. Main Identifying parts of speech

→ Students learn the names and the functions of Parts of Speech (naming, predicating, joining, modifying)

Singular & plural nounIdentifying singular & plural noun

→ Students learn about singular and plural noun, their spelling, and also the relationship with the verb

Subject –verb agreement→ Students understand the relationship between subject and the predicate (singular subject – sin-gular verb, plural subject – plural verb).

Reading (In the morning) – text completion→ Students learn to identify the subject and the verb in each passage. → Students complete the missing parts of the sentences with correct verbs.

Speaking (talking about morning activities )→ Students tell the class about their routines. Pay attention to the subject and verb.

Plural form – text completion→ Students fill in the blank spaces with the plural form of the noun.

c. After → Review: Throw in some questions related to what they have learned and see if they have under-stood the material.

Lesson Plan40



→ Learn kinds and functions of parts of Speech→ Identify singular and plural noun→ Match the subject and the verb of the sentence

Parts of Speech Singular & Plural Noun 41


Parts of Speech Singular & Plural Noun

A. Getting started Match the descriptions and the words

•talkaboutthing •ARTICLE(a/an/the)

•talkaboutaction •PRONOUN(he/they/we)

•knowwherethethingis •INTERJECTION(WOW!/OUCH!!/YIPPEE!!)

•talkaboutfeeling •VERB(kick/sleep/go)

•knowhowyoudoanaction •ADJECTIVE(happy/angry/bored)

•combine •CONJUNCTION(and/so/but)

•expressstrongemotion •ADVERB(slowly/well/badly)

•knowifthereissomeoneorsomething •NOUN(sky/air/apples)

•substitutesomebodyorsomething •PREPOSITION(in/at/on)

B. Parts of speechRecognizing the Parts of SpeechThis chart lists the various functions words which perform in a sentence and the part of speech that perform each function:

Function Part of speech

NamingPredicating (stating or asserting)ModifyingConnecting

Nouns, pronounsVerbsAdjective ,AdverbsPrepositions, conjunctions

Parts of Speech Singular & Plural Noun42


This chart summarizes the parts of speech:

Part of speech Uses in sentences ExampleVerb Indicator of action or state

of beingTom wrote the reportThey are astronomers

Noun Subject ,object Kay gave Ron the list of namesPronoun Substitute for nouns He will return it to her laterAdjective

_ _ _ _ _ _ _ _ _ _ _ _ _ _ _articles : a,an,the

Modifies nouns- and pronouns

_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _[used to introduce nouns]

Juan bought a used car. He was excited about it. _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ The book - specific A book, an apple - general

Adverb Modifies verb -Adjective -Adverb -Or whole clauses -

(tells how, where, when, to what degree)

The diagram was clearly pre-sented.It was very interesting study.The speech was entirely too long.Indeed, we are ready.

Preposition Word used before a noun or pro-noun to create a phrase that relates to another world

He was in a hurry.He answered without thinking.She visited for four days.

Conjunction Connector of words -Phrases -Clauses -

(may be coordinating or subordi-nating)

Tom and Harry left for work.You can go with me or without me.He arrived before we ate.

Interjection Expression of emotion

(Unrelated grammatically to the rest of the sentences)

Good grief!Ouch, That hurt!Well, we tried.

ExerciseLabel the underlined words according to their part of speech.

1. He was a great man.2. The boys played happily in the snow.3. The Tigers were never exciting group of ballplayers.4. “Hurrah!” shouted the boys. “We won!”5. Close the door very quietly

C. Singular nounsNouns can be singular or plural.When you are talking about just one thing or person, use a singular noun.

For example: a tent a park an idea a taxi a doctor an oven a house a lady an exercise



D. Plural nounsUse a plural noun when you are talking about two or more people, places or things.Just add s to make most nouns plural.

Singular Plural Singular PluralA computer A chair A trainA playerA teacherA taxi

computerschairstrainsplayersteacherstaxis

a mountaina river an envelopean insectan ovenan uncle

mountainsriversenvelopesinsectsovensuncles

Notes

■ Words called articles or determiners are used to signal nouns. a river an armchair three biscuits a castle an idea five eggs

■ The article an is used before nouns that begin with the vowels a,e,i,o and u an artist an eye an insect an oven an umbrella

■ The article a is used before nouns that begin with the other letters, called consonant. But some words don’t follow these rules. •a uniform , a unit, a user, a, not an, is used because the vowel u in these word you;

•anhour,anheir,anhonor:an,not a, is used because the consonant h in these words is not pronounced.

ExerciseRead the following passage. Write S in the box after each singular noun and P in the box after each plural noun.

Our teacher is a very nice lady .She’s very kind to all the children in the class and

she tells us very funny stories . Yesterday, she told a story about the animals on a farm .

They tell had a race . The pigs and sheep ran faster than the ducks and cows ,

but the heroes of the story were the mice . They were faster than all the other animals,

even though they had the shortest legs .

E. Subject and Verb AgreementWhen you use a verb, you have to say who or what is doing the action. This ‘who or what’ is the subject of the verb. The subject and the verb match each other. You say that the subject and the verb agree when they match each other.

Use a singular verb if the subject is a singular noun. For example, the subject ‘my dad’ or ‘our school’, or any of the pronouns he, she, or it, require a singular verb. Most singular verbs end in s. Look at the subjects and their verbs on the examples. The subjects are in italic bold and the verbs are underlined.



He always drinks milk when he’s hot.

She eats banana for breakfast.

Mom walks to work every day.

My sister dances like a professional dancer.

The baby falls when she tries to walk.

Out cat climbs the trees in our garden.

This form of the verb is called the third person singular. You use it when the subject of the verb is not you or the person you are speaking to, but some other person – a third person – or a thing.Here are some more third person singular verbs that end in s.

Plays sings shines rides smiles

Draws paints blows thinks stops

Reads rains travels talks starts

The third person singular form of some verbs is made by adding es at the end. Some examples are verbs that end in sh, ch, ss, x, zz, and o.

Brushes watches kisses fixes

Rushes reaches misses mixes

Polishes teaches passes buzzes

Crashes catches presses does

Washes touches dresses goes

Here are some sentences with verbs in their third person singular form. The subjects are in italic bold and the verbs are underlined.

She always brushes her teeth at bedtime.

Dad polishes his shoes until they shine.

My brother watches televisions after school.

Kim catches the ball with one hand.

Dad mixes flour and water when he makes bread.

The bee buzzes around the flowers.

My friend Sanjay goes to the same school as I do.

How do you make the third person singular form of most verbs that end in y? usually, you just change the y to an i and then add es. carry – carries hurry – hurries copy – copies cry – cries fly – flies marry – marries study – studies worry – worries bully – bullies



Mr. Chen hurries to work every morning.

The baby cries a lot at night.

This plane flies to the island every day.

Alice tries hard at school.

She copies all the questions in her notebook.

If the subject of a verb is a plural noun, such as “Mom and Dad” or “our teachers”, use a plural verb. Do not add s, es, or ies to plural verbs. Plural verbs are also used with the pronouns, I, we, you, and they.

Mom and Dad love us.

My sisters listen to music a lot.

The stars shine brightly on a clear night.

Some people drink tea.

I like juicy hamburgers.

We learn interesting things at school.

You all know the words to this song, children.

They always walk home from school together.

ExercisePay attention to what these people talk about their morning activities. Then, do the exercise.

“Well, I’m pretty busy. I get up early. I check my e-mail , and listen

to the radio. Then I study”Greg O’neal--

“Oh, I don’t like mornings. My sister watches TV, and my brother

plays games on the computer”Jennifer Lee--

“Its crazy. We get up late, so I eat breakfast in the car. My husband doesn’t have breakfast, he drives”

Amanda Sanches--

“Well, I have breakfast ,and my wife has coffee. We both read the newspaper. We’re pretty quite.

We don’t talk a lot”Alex Stern--



Can you complete these sentences about the people above?

1. Greg _______ his e-mail. 3. Amanda’s husband _____ ______ breakfast.2. Jennifer’s sister _______ TV. 4. Alex and his wife don’t _____ a lot.

What do you in the morning? Check (√) about the boxes and tell the class. I get up early. I do my homework. I listen to the radio. I watch TV I talk a lot. I check my e-mail.

Read the following passage. Notice that the plural nouns are missing. Write the correct plural form of the singular nouns in parentheses. The first one has been done for you.

Three ladies (lady) in pink _________ (dress) took their _________ (baby) for a walk in the zoo. They saw four ________ (giraffe), three ________ (hippo), two _________ (kangaroo) and an elephant. They walked for so long that their _________(foot) became sore, so they sat down on a bench for a rest near some ________ (monkey). The________ (monkey) were playing with cardboard ________ (box) and throwing _______ (stick) at each other. After a while, the ______ (lady) looked at their ________ (watch) and de-cided it was time to go home.


Grammar I Meeting II 47


Grammar I Meeting II

Lesson Plan48



• Compose simple sentence in Present simple tense• Compose and response to Yes-no questions• Match the subject and the verb of the sentence

B. Materials• In the morning (article)- text completion related• Kathy’s morning (text completion) – completing text using verbs for singular third person

subjects• Rewriting sentences in negative form• Text completion using appropriate verbs for singular or plural subjects• Questionnaire – asking questions with do/does• Class survey – Finding classmates’ morning routines• Peter’s e-mail – text completion using appropriate verbs for singular and plural subjects• Vocabulary building – matching verbs and expression• Writing – composing sentences related to morning activities

C. Class activitiesa. Lead inIn the morning (article)- text completion related

→ Students are encouraged to talk about their morning activities; i.e wake up, have breakfast, go to school.→ Students read the text and tell about the people’s routines. Students then try to fill in the miss-ing words (verbs) related to the text.

b. MainKathy’s morning (text completion) – completing text using verbs for singular third person subjectsRewriting sentences in negative formText completion using appropriate verbs for singular or plural subjects

→ Students practice matching singular verbs for singular third person subjects (pay attention to the spelling)→ Students rewrite the sentences in negative form and match the verb with the singular third person subject.

Questionnaire – asking questions with do/doesClass survey – Finding classmates’ morning routines


→ Compose simple sentence in Present simple tense→ Compose and response to Yes-no questions→ Match the subject and the verb of the sentence

Verb Forms 49


Verb Forms

What’s a typical morning like in your home?

A. Getting startedPay attention to the pictures and the statements above. Then, look at the verb forms table below. Learn how the verbs change

Grammar Present Simple Statement I eat breakfast I don’t eat breakfast Verb endings: he,she ,it

You have coffee You don’t have coffee Get → Gets

We get up late We don’t get up late Watch → Watches

They read the paper They don’t read the paper Play → Plays

He listens to the radio He doesn’t listen to the radio Study → Studies She watches TV She doesn’t watch TV Have → Has

Don’t = do not Doesn’t = does not Do → Does

“Well, I’m pretty busy. I get up early. I check my e-mail , and listen

to the radio. Then I study”Greg O’neal--

“Oh, I don’t like mornings. My sister watches TV, and my brother

plays games on the computer”Jennifer Lee--

“Its crazy. We get up late, so I eat breakfast in the car. My husband doesn’t have breakfast, he drives”

Amanda Sanches--

“Well, I have breakfast ,and my wife has coffee. We both read the newspaper. We’re pretty quite.

We don’t talk a lot”Alex Stern--

Verb Forms50


B. Exercises Complete the sentences about Kathy’s morning. Use the correct form of the verbs in the box

Check exercise get up play eat ✓get up listen read

1. Kathy gets up early. Her 2. She before work 3. She to the radio son late. Her son games. in the car.

4. She and her co-workers 5. Kathy her e-mail 6. Her boss the breakfast together. right after breakfast. newspaper at work.

Rewrite the sentences in the negative form.

1. Kathy’s son gets up early. Kathy’s son doesn’t get up early. __________2. Kathy checks her e-mail before breakfast._______________________________3. Kathy and her son talk a lot in the morning.______________________________4. Kathy’s son does his homework.______________________________________5. Kathy and her boss eat breakfast together._______________________________6. Kathy’s boss plays computer games.____________________________________

Complete these sentences.

1. I don’t like (not/like) mornings.2. In my family, we ________ (have) breakfast together.3. My mother _________ (not/ watch) TV.4. My father _________ (have) coffee.5. My parents ______ (talk) a lot.6. I _________ (not / read) the newspaper.7. I ___________ (check) my e-mail after breakfast.8. My best friend ________ (not/ get up) early in the morning.

Verb Forms 51


Now write four sentences about your mornings. Compare with a partner

ExampleA : I don’t have breakfast. How about you?

B : I have breakfast every morning.

Look at the questionnaire. Can you complete the last two questions? Check (√) the answers that are true for you.

Do you have a weekly routine? Yes, I do. No, I don’t

1. Do you play sport every week?

2. Do you take any lessons or classes?

3. Do you check your e-mail on the weekends?

4. Do you make a lot of phone calls on Saturday?

5. _____ you _____ shopping on Sundays?

6. _____ you _____ the laundry every week?

Pair Work: Ask and answer all the questions. Can you give more information?

Example: “Do you play sport every week?” “Yes, I do. I play tennis on Saturdays.

Complete Peter’s e-mail with the correct form of the verbs.

Verb Forms52


What are typical morning activities? Match the verbs with the words and expressions.

1. do d a. to the radio2. study b. (my) e-mail or messages3. check c. a car4. listen d. (my) homework5. drive e. an alarm clock6. play f. english7. read g. games on the computer8. use h. a book

Write true sentences about your morning routine. Use the verbs in part A.

1. I don’t do my homework in the morning.2. _______________________________________________3. _______________________________________________4. _______________________________________________5. _______________________________________________6. _______________________________________________7. _______________________________________________8. _______________________________________________9. _______________________________________________10. _______________________________________________


Grammar I Meeting III 53


Grammar I Meeting III

Lesson Plan54



• Identify transitive and intransitive verb• Compose sentence using transitive and intransitive verbs• Match the subject and the verb of the sentence

B. Materials• Getting started (introducing the topic- adding objects or adverbs to the description)• Transitive & Intransitive verbs – factsheets• Exercise I – identifying verbs• Exercise 2 - Identifying transitive & intransitive verbs in sentences• Exercise 3 – adding verbs for third singular person• Composing sentences using transitive and intransitive verbs

C. Class activitiesa. Lead inGetting started (introducing the topic- adding objects or adverbs to the description)→ Students try answering questions based on the pictures. The pictures are selected so they represent objects (of the actions) or adverbs (how & where the action is done)

b. MainTransitive & Intransitive verbs – factsheets

→ Students learn about transitive and intransitive verbs. They should be aware that transitive verbs take objects, while the intransitive ones will be followed by adverbs or prepositions before other nouns.

Exercise I – identifying verbs→ Students practice identifying verbs, so they will be aware of this crucial part. Students then identify the verbs as either transitive or intransitive.

Exercise 2 - Identifying transitive & intransitive verbs in sentences→ Students practice identifying verbs as either transitive or intransitive by observing the element that follows the verbs.

Exercise 3 – adding verbs for singular third person→ Students practice adding verbs for the singular third person subjects. Pay attention to the spell-ing.

c. AfterComposing sentences using transitive and intransitive verbs

→ Students compose their own sentences using transitive and intransitive verbs. Encourage the students not to use words more than twice, so that they explore other words. Pay attention to the structure (S-V, Vtr + O, Vint + adv).


→ Identify transitive and intransitive verb→ Compose sentence using transitive and intransitive verbs→ Match the subject and the verb of the sentence

Transitive and Intransitive Verb 55


Transitive and Intransitive Verb

A. Getting startedLook at the pictures below and answer the questions.

Lesson Plan56


B. Transitive and Intransitive VerbsSome verbs have an object. The object of a verb is the person or thing that is affected by the action of the verb. Look at this sentence:

Alice eats a banana for breakfast.

The subject of the verb is Alice. She is the person who does the action: she eats. The object of the verb is a banana. A banana is affected by the action of the verb. So in this sentence, the object of the verb ‘eat’ is ‘a banana’. Verbs that have objects are called transitive verbs.

Here are some sentences with transitive verbs. The verbs are printed in bold and their objects are underlined.

John likes apples. Sam knows the answer to the questions.

My sister cooks all our meals. My brother rides his bike in the street.

Dad buys tea at the market. Mom writes stories in her spare time.

Some verbs don’t have an object. A verb that does not have an object is called an intransitive verb. Here are some sentences with intransitive verbs.

In China, lots of people walk to work.

The boys play in the yard after school.

Mr. Carter always drives very carefully.

Doris is a very successful businesswoman.

Michael and I both entered the race. He won but I lost.

Some verbs can be either transitive or intransitive. Notice that the transitive meaning and the intransitive meaning are sometimes different.

The pilot flies the plane very well. Eagles fly high in the sky.

The boys play football on weekends. The boys play in the yard on weekends.

My mom runs her own company. My mom runs in the park.

We walk the dog every evening. We walk on the beach every evening

Lesson Plan 57


Exercise 1Read the following sentences. Underline the verb in each sentence.

1. We live in an apartment on the boulevard.2. Some children learn very fast.3. We go for swimming lessons on Sunday.4. I like my new bike.5. Babies sometimes sleep during the day.6. My dad buys a newspaper every morning.7. These dolls belong to Kathleen.

Exercise 2Fill in the blank spaces with the third person singular form of the verbs in parentheses.

Example : Ali looks (look) sad today.

1. Sumiko ……..…. (speak) English very well.

2. Mr. Kim ………….. (come) to school on his motorbike.

3. My neighbour’s dog …………. (bark) very loudly.

4. My little brother always …………. (brush) his teeth properly.

5. Dad is so tall that his head almost ………….. (touch) the ceiling.

6. Our dog …………….. (catch) the ball in its teeth.

7. Mom …………….. (mix) vinegar and oil to make salad dressing.

Exercise 3Underline the verbs in the following sentences. Then show whether the verb is transitive or intransitive by putting a checkmark (√) in the correct box. Remember that depending on the meaning, some verbs can be either transitive or intransitive. For each of the transitive verbs you have marked, write the object of the verb on the lines. The first one is done for you.

1. My brother and I often play chess. √

2. Mom and Dad work in the garden on the weekends.

3. The library closes at 5 P.M.

4. Mr. Ross drives his car very carefully.

5. The cat jumped over the wall.

6. My sister likes her new jeans.

Transitive Intransitive Object

chess

Lesson Plan58


7. Grandad walks the dog every evening.

8. Will you come with me to the shop?

9. The boys are skating in the park.

10. Dad is making sandwiches.

Exercise 4Compose your own sentences using transitive verbs and intransitive verbs. Underline the verbs and circle the object of the transitive verbs.

1. ………………………………………………………………………………… 2. …………………………………………………………………………………3. …………………………………………………………………………………4. …………………………………………………………………………………5. …………………………………………………………………………………6. …………………………………………………………………………………7. …………………………………………………………………………………8. …………………………………………………………………………………9. …………………………………………………………………………………10. …………………………………………………………………………………


Grammar I Meeting IV 59


Grammar I Meeting IV

Lesson Plan60



• Learn kinds and functions of adverbial• Change adjectives into adverbs• Compose sentence with adverbs

B. Materials• Adverbs and adverb phrase – factsheets• Changing adjectives into adverbs and sentence completion• Identifying adjectives and adverbs• Identifying kinds of adverbs • Writing – composing sentence using adverbs

C. Class activitiesa. Lead inAdverbs and adverb phrase – factsheets

→ Related to the previous lesson, students discuss about transitive and intransitive verbs. Encour-age them to provide some examples with each verb.→ Students learn further about adverbs (kinds and functions). Mention that adverbs can also be used for transitive verbs (i. e. to add more information).

b. MainChanging adjectives into adverbs and sentence completion

→ Students practice changing adjectives into adverbs by adding –ly suffix. Warn the students that not all –ly ending means adverb (friendly = adjective).

Identifying adjectives and adverbs→ Students practice identifying adjectives and adverbs in the sentences. Students should be aware that adjectives describe thing/noun, while adverbs describe actions or quality (very, extremely) of action or adjectives.

Identifying kinds of adverbs → Students practice identifying kinds of adverbs by looking at their functions.

c. After Writing – composing sentence using adverbs

→ Students learn to compose their own sentences. The sentences should cover S-V, adverbs, and objects for transitive verbs. Check the spelling and the structure. Encourage the students NOT to use a word more than once so that they explore other words.


→ Learn kinds and functions of adverbial→ Change adjectives into adverbs→ Compose sentence with adverbs

Adverbs and Adverb Phrases 61


Adverbs and Adverb PhrasesA. Getting StartedAdverbs are words that tell you more about verbs, adjec-tives and other adverbs. Many adverbs end in ly. You make these adverbs by adding ly to adjectives.

She writes neatly.

The traffic was moving slowly.

We waited patiently to see the doctor.

They waved goodbye sadly.

David sings beautifully.

The children walked quickly into the classroom.

Adverb phrases are groups or words that functions as single adverbs to describe the action of the verb. Are you sitting in a comfortable chair?

Mr. Dickson always dresses in fashionable clothes.

He draws cartoons like a real cartoonist.

The train arrived on time.

B. Adverbs of MannerSome adverbs and adverb phrases describe the way people do things. They answer the question “How?”

The girls answered all the questions correctly.

He was driving carelessly.

The plane landed safely.

Katy plays the piano skilfully.

Sam is behaving like a baby.

Please speak in a clear voice.

She writes in a very grown-up way.

You can buy fruit very cheaply in this shop.

They sell everything at very low prices.

David sings like a professional singer.

Adverbs and Adverb Phrases62


C. Adverbs of TimeSome adverbs and adverb phrases answer the question “when?” They are called adverbs of time.

I’m going to my new school tomorrow.

The train has already left.

We moved into our new house last week.

My big brother goes to college in the autumn.

Our favorite TV program starts at 6 o’clock.

It rained heavily last night.

We’re going on a trip in a few days’ time.

We’ll leave as soon as possible.

My shoes will be too small for me next year.

I haven’t seen Mom this morning. Is she working today?

D. Adverbs of PlaceSome adverbs and adverb phrases answer the question “where?” They are called adverbs of place.

It’s very sunny but cold outside.

The boys are playing upstairs.

That’s our ball there.

I couldn’t find my book anywhere.

The dog is in the garden.

Flowers like these grow in the park.

We’re going to New York City on our school trip.

My brother is studying at an English university.

They live on the northern side of the island.

E. Adverbs of FrequencySome adverbs and adverb phrases answer the question “how often?” They are called adverbs of frequency.

Katy practices the piano regularly.

The children always go to school on the bus.

I’ll never make that mistake again.

Have you ever been to Japan?



We’ve been to Disneyland twice.

The shops are often very busy.

The newspaper is delivered daily.

We walk home from school every day.

I clean my bedroom every week.

Have you forgotten my name? I’ve told you three times already.

Dad polishes his shoes twice a week.

You should go to the dentist once every six months

F. Adverbs of DurationSome adverbs and adverb phrases answer the question “how long?” They are called adverbs of duration.

The library is temporarily closed.

We’re staying in a hotel overnight.

The teacher left the classroom briefly.

The snow lasted for three days.

Mom was away a very long time.

Stand still for a moment while I comb your hair.

He talked to his girlfriend for over an hour.

We waited for ages for a bus.

I haven’t seen my cousins for two years.

We stayed up all night talking.

G. Adverb of EmphasisWe have seen that most adverbs describe verbs, but remember that some adverbs also describe adjectives or other adverbs. They are usually used to add emphasis. Here are some examples. The emphasizing adverbs are printed in bold. The adjectives or adverbs they de-scribe are underlined.

Anna can run really fast.

That’s a very good drawing.

My rice is too hot.

The film was just terrible.

Your excuses are completely unbelievable.

Adverbs and Adverb Phrases64


These old tools are totally useless.

She sings quite beautifully.

Exercise 1Choose an adjective from the box and turn it into an adverb to complete the sentences below. The first one has been done for you.

Close Firm Bright Neat Careful Quick Sad Regular Quiet Clear

1. She writes very neatly. 2. You have to talk …………..when you’re in the library. 3. Carry the glass………… so you don’t drop it. 4. You should exercise …………..if you want to stay fit. 5. “Goodbye. I’m going to miss you,” she said …………... 6. The sky was blue and the sun was shining …………….. 7. If you follow us …………., you won’t get lost. 8. I can’t understand you. Please speak more …………….. 9. Let’s walk …………… so we get home before it starts to rain. 10. Attach the sign …………….. to the wall.

Exercise 2Are the bold words in the following sentences adverbs or adjectives? Write adverb or adjective on the line after each sentence.

1. The teacher smiled kindly. 2. She has a lovely smile. 3. The children in my class are very friendly. 4. John had no friends and felt very lonely.

5. It was raining, so they wisely decided to stay in. 6. My dad buys a daily newspaper. 7. Some snakes are deadly.

8. I’ve nearly finished my homework. 9. I shook hands politely with the head teacher.

10. They played some very lively games.



Exercise 3Circle the verb in each sentence below. Then underline the adverb or adverb phrase that describes the verb. What kind of adverb is it? Write M for manner, T for time, P for place, F for frequency or D for duration in the box after each sentence. The first one has been done for you.

1. Kent did his homework carelessly. M 2. We start our vacation next week. 3. Farah read the poem in a very clear voice.

4. The accident happened during the afternoon.

5. The man walked very slowly. 6. My cousin arrived yesterday.

7. I left my schoolbag in the car.

8. It stopped raining for a few minutes. 9. Dad goes jogging regularly.

10. We eat our meals in the dining room.

Exercise 4Write your own sentences. Add adverbials to enrich your sentences.

1. ………………………………………………………………… 2. …………………………………………………………………3. …………………………………………………………………4. …………………………………………………………………5. …………………………………………………………………


Speaking & Listening I Class (1st Meeting)66

GE1-SL-Class Meeting 1

Speaking & Listening I Class (1st Meeting)

Lesson Plan 67



• Say hello and goodbye• Give appropriate responses to questions• Spell names• Speak naturally (falling and raising intonation)

B. Materials• Hello and Goodbye • Vocabulary building – meetings and greetings• Names• Getting to know you • What’s the word for this in English + audio .

C. Class activitiesa. Before listeningHello and Goodbye

▶ Students practice giving appropriate response when being greeted by friend.b. During listeningVocabulary building – meetings and greetings

▶ Students learn to identify the possible responses to greetings.▶ Students practice saying hello and goodbye to some classmates. Students can move around the class and say hello and goodbye to some of their friends and later giving responses when being greeted.

Names▶ Students learn about names (first, middle, last) and practice spelling their names. ▶ Students take turn with their friends for asking for names and the spelling.

Getting to know you ▶ Students use the questionnaire to get to know their friends. Students work in pair and take turn asking their friends about their personal information. ▶ Students practice speaking by paying attention to raising and falling intonation to make it sounds natural.

What’s the word for this in English + audio▶ Students practice asking the English word for some words in their language. This activity can be built so that students are used to talk in English, even when they ask for the translation in English.

c. After listeningStudent practice conversation with their partner, and also practice saying hello and goodbye.


▶ Say hello and goodbye▶ Give appropriate responses to questions▶ Spell names▶ Speak naturally (falling and raising intonation)

Hello and Goodbye68


Hello and Goodbye

Hello and Goodbye 69


Matt: “Good morning Sarah. How are you?” Sarah: “Good. How are you Matt?”Matt: “I’m fine thanks.”

Matt: “Hello. I’m Matt Lenski.”Emily: “Hi. I’m Emily Kim. Nice to Meet you.”Matt: “Nice to meet you .”

A. Getting started• Listen : Matt and Sarah are friends. Are Matt and Emily friends? Practise the conversations.

• Can you complete the conversations below? Then practice with a partner. Use your own names.

Conversation 1:A. Hello. I’m ..........B. Hi. Nice to meet you. ...... Sam.A. Nice to meet .........

Conversation 2:A. Hi, Pat. How .........you?B. I’m ........ How are .....?A. Good, thanks.

Hello and Goodbye70


B. Vocabulary building• Listen. Practice the conversations

Emily: “Good night.”Matt: “Good night. Have a good evening.”Emily: “Thank you. You too.”

Sarah: “Bye. See you tomorrow.”Matt : “Bye. See you”

• Listen to the conversations. Check mark the responses you hear.

1. Bye. have a good evening. You too. Good-bye. You too. Good night.

2. Hi. How are you? Good, thanks. I’m fine.

3. Bye. See you later. OK. See you later. Bye. See you next week.

4. Hey, Oscar! Hi, How are you? Hello.

5. Goodbye. Have a nice day. Thank you. Thanks. You too.

• Write three expressions for saying hello and goodbye. Compare with a partner.

Good-bye. Hello.

How are you?

• Class activity ----> say hello and goodbye to five classmates.

A. Listen. practice the conversations.



A. Listen. practice the conversations.

Learning tip: Learning expressions Write new expressions with their responses like this:

Expression: “See you later”Response: “Bye, See you”

1. Expression : “Hello”

Response: “...............................”

2. Expression : “Good morning”

Response: “...............................”

3. Expression : “Hi. I’m Helen”

Response: “.....................................”

4. Expression : “How are you?”

Response: “..........................................”

5. Expression : “Have a nice day”

Response: “......................................”

6. Expression : “See you tomorrow”

Response: “...................................”

7. Expression : “Have a good evening”

Response: “...............................”

8. Expression : “Good night”

Response: “........................................”

Hi or Hello?People say Hi and Bye more than Hello and Good-Bye.

On your ownBefore your next class, say hello and good-bye (in English) to three people.

Hello and Goodbye72


C. Names

Hi. My name is David My last name is Hanson.

Hi, I’m Liz Park. My first name is Elizabeth. Liz is my short for Elizabeth.

I’m Mary Gomez. My middle name is Ann. Frank is my husband.

FIRST MIDDLE LASTName: David Allen Hanson

single married

Name: Elizabeth - Park

single married

Name: Mary Ann Gomez

single married

FIRST MIDDLE LAST FIRST MIDDLE LAST

Saying name in English

A. Listen to the people above give their names.

Miss, Mrs, Ms, Mr.?

1. My first name is ________________.2. My last name is ________________.3. My middle name is _____________. 4. My nickname is ________________.5. My teacher’s name is ____________.6. My favorite name is _____________.

B. Complete the sentences bellow. Then compare with a partner

• David Hanson is single. ----> Mr. Hanson• Liz Park is single. ----> Ms. Park / Miss park• Mary Gomez is married. ----> Ms. Gomez / Mrs. Gomez• Frank Gomez is married. ----> Mr. Gomez

C. Listen and say the alphabets. Circle the letters in your name.

D. Listen then practice the conversation with a partner. Use your own names.

A What’s your name?B Catherine Ravelli.A How do you spell CatherineB C-A-T-H-E-R-I-N-E.A Thanks. And how you last name?B R-A-V-E-L-L-I

E. Class activity ------>Ask your classmates their names. Make a list.

Aa Bb Cc Dd Ee Ff Gg Hh Ii Jj Kk Ll Mm Nn Oo Pp Qq Rr Ss Tt Uu Vv Ww Xx Yy Zz



D. Getting to know you

How well do you know your new classmates?QUESTIONNAIREYOUR NAME LIFESTYLE

1. What’s your name? ___________________________________2. What does your name mean? ___________________________________3. Do you have a middle name? ___________________________________4. Are you named after someone? ___________________________________5. Do you like your name? ___________________________________

1. Are you a Full-time student? ___________________________________ a. If yes : What’s your major? ___________________________________ b. If no : What do you do for a living? ___________________________________2. How do you get to work or class? ___________________________________3. How long does it take? ___________________________________

HOME AND FAMILY FRIENDS

1. Where do you live? ___________________________________2. Do you like your neighbourhood? ___________________________________3. Do you live alone or with your family? ___________________________________4. Do you have any brothers or sisters? ___________________________________5. Where are your parents from? ___________________________________

1. Do you have a lot of friend? ___________________________________2. Are your friends from school, work, or your

neighbourhood? ___________________________________3. What your friends like? ___________________________________4. Do you and your friends get together a lot? ___________________________________5. What do you do when you get together? ___________________________________

1. Speak Up Pair work : Use the questionnaire to interview each other. Write your partner’s answers. Then tell the class one interesting thing about your partner

“Marcelle has seven brothers and sister”

2. Speaking naturally : Stress and intonation

Do you have a nickname? Are you from a big family? What do you do for fun? Yes. People call me Jimmy. Yes. I have four sisters. I go to the movies.

A. Listen and repeat the question and answers above. Notice the stress on the important content word. Notice how the voice rises, or rises and then falls, on the stressed word.

B. Pair Work : Ask and answer the question. Give your own answer.

Hello and Goodbye74


E. What’s the word for this in English?

Conversation strategy: Asking for help in class.Can you match the question and answers? 1. How do you spell book?______ a. Sure2. Can I borrow your pen?______ b. Pencil.3. What’s the word for this in English?_______ c. B-O-O-K. Now listen. How many question does Ming-wei ask?

Notice How Ming-wei asks for help in class. Find his questions.

“What’s the word for this in English?”“How do you spell it?”

Complete the conversations. Then practice with a partner.

Pair work: Practise the conversations again. Use your own ideas.


Ming-wei : Excuse me, what’s the word for this in English?Sonia : Highlighter.Ming-wei : Thanks.Sonia : Sure.Ming-wei : Uh.....how do you spell it?Sonia : I don’t know. Sorry. Ming-wei : That’s is OK. Thanks. Anyway ...... Can I borrow a pen, please?Sonia : Sure. Here you go.Ming-wei : Thank you.Sonia : You’re welcome.Ms. Larsen : OK. Open your books to page 4.Ming-wei : Excuse me, can you repeat that, please? What page?Ms. Larsen : Sure. page 4.

Conversation 1:

A: What’s this?B: It’s an eraser.A: Oh, ...........?

Conversation 2:

A: Excuse me, can I............. your dictionary please ?B: Sure. Here you go.

Conversation 3:

A: What’s your phone number?B: ............., please?A: Yes. What’s your phone number?

Speaking & Listening I Lab. (1st Meeting) 75

GE1-SL-Lab Meeting 1

Speaking & Listening I Lab. (1st Meeting)

Lesson Plan76



• Pronounce English alphabet• Pronounce and spell words correctly• Write words with correct spelling

B. Materials• Video (Alphabet)• Audio (Spelling words)• Video (Fruits) with words and sounds• Video (Fruits) without words• Audio (Quiz- Listening to the words and writing the words)• Word search (Identifying words )

C. Class activities

a. Before listeningVideo – alphabet

▶ Students listen to how each letter is pronounced. Then students practice pronouncing the let-ters. Pay attention to similar sounds like A/E/I, F/V, G/J, C/S, W/U, Y. ▶ Students can take turn practicing the spelling of their names with their friends checking the correct spelling.

b. During listeningAudio (Spelling words)

▶ Students practice spelling the words (means they pronounce each letter) and then check the correct spelling through the audio.

Video (Fruits) with words and sounds▶ Students listen to how the words are pronounced and repeat after the speaker. Students then practice pronouncing the words before the speaker. As the words are also displayed, students can take turn spelling the words with their friends.

Video (Fruits) without words▶ Students test their skill by looking at the picture shown from the video, listening to the words, and then writing them down on the paper. Then they can check their work in pair.

Audio (Quiz- Listening to the words and writing the words)▶ Students test their skill by listening to the words and write them down on the paper. Then they can check their work in pair.

c. After listeningWord search (Identifying words )


▶ pronounce English alphabet ▶ pronounce and spell words correctly ▶ write words with correct spelling

Spelling & Pronunciation 77


Spelling & Pronunciation

Lesson Plan78


A. Alphabet PronunciationListen to the video and practice pronouncing the alphabet

B. Spelling Spell the following words. That means: pronounce every single letter on its own. Afterwards you can listen to the correct spellings.

Lesson Plan 79


C. Spelling Spell the following words. That means: pronounce every single letter on its own. Afterwards you can listen to the correct spellings.

Exercise: Look at the picture and guess the answer.

D. Pronunciation and spellingListen to the pronunciation and write the words in spaces below. No.1 has been done for you.

1. Apple2. 3. 4. 5. 6. 7. 8. 9.

Lesson Plan80


E. Spelling – quizListen to the audio and write the words. No.1 has been done for you.

Lesson Plan 81


Circle the 16 words listed below. Words appear straight across, back-word straight across, up and down, down and up, and diagonally

Spelling Word Find List 5

Z H K Y C E X P R Y V N F K L

C B Y A N P O F W E W L F E O

K G M O W L D M D L Y K T L K

K E O U E B P R K L L T D E N

V O Z T M P B L X O T E W D P

W M K P A V U A A W J G B S S

F U T Y N S Z L D N K K P V M

M E U B K K G H A G E I G F R

F U T Y N S Z L D N K K P V M

M E U B K K G H A G E I G F R

Y E Q A L P S T E P H S A K Z

Z V E E A E X A X S Q R N Y F

G I N V Q R F U R P E T N L V

N G L E P L A Y M R S Y V K C

B W M O K U K P O C Z R O E A

A O I D F I O Y P Y Z S J G P

N G Z W W A B K J I Y U V Z Y

BIKE CAME FLYGET GOT MOPNAME ONE PETPETS PLANES PLAYSHIP WET YELLOW

Lesson Plan82


Circle the 16 words listed below. Words appear straight across, back-word straight across, up and down, down and up, and diagonally

Spelling Word Find List 5 U D B T A G X T E X P L O D E

J R A B M X L C A P K B S A I

W R D W D E G U G C Q P U O D

Z U R E N U E D E Y T D M R E S H G E D V D O E M G I I F A

S J B J A N B R P P S C V V E

B K I G Q E E P Y U O C K E A

J G R X H X B T R G E H S C M

E O U A Y K G P X A L L O W O

F R V L J E R D N E F E D G U

Y E B E C I N O O P S A E T N

V C X R S A T D O Z J Y H N T

O H O E W J R I V Q W A J L K

R F N O O A K M J C U R Z W Y

D B S T C J J Y B A E U C I F

ACTIVE ALLOW AMOUNT

BEHAVE DAWN DEFEND

EXPLODE EXTENDED FORCE

FORGAVE HOPED IDEA

PRODUCT RELAX SURPRISE

TEASPOON

§§End of Lab Meeting 1§§

Speaking & Listening I Class (2nd Meeting) 83


Speaking & Listening I Class (2nd Meeting)

Lesson plan84


Lesson planA. Learning objectives

• Describe people with adjective• Response to Yes-no questions• Show interest and surprise• Talk about people we know

B. Materials• Vocabulary Building - Celebrities• Grammar points• Vocabulary building (People we know) – describing people• Grammar: Yes-No Questions, negatives• Speaking naturally – linking + showing surprise• Audio -This is a Friend of mine

C. Class activitiesa. Before listeningVocabulary Building – Celebrities

▶ Students learn to identify famous people by matching their names with the description and the pictures.

b. During listeningGrammar points

▶ Students learn the use of pronouns (subject and possessive) to describe people. ▶ Students practice giving appropriate responses using the correct pronouns.

Vocabulary building (People we know) – describing people▶ Students learn the use of adjectives to describe people. Then they practice describing them-selves or their friends using adjectives. Pay attention to the use of verb “be”.

Grammar: Yes-No Questions, negatives▶ Students learn the structure of Yes-No questions and how to response to those questions. They also learn the structure of negative statement using verb “be”. Pay attention to the use of the verb. ▶ Students practice unscrambling the questions and provide appropriate responses.

Speaking naturally – linking + showing surprise▶ Students practice speaking more naturally by linking the sound of the previous word and the next word appear. ▶ Students learn to show surprise or interest by using “Really?”

Audio -This is a Friend of mine▶ Students can listen to the audio as they read the dialogue.

c. After listening▶ Students practice making a conversation with their friends about people they know.▶ Students practice describing people they know using adjectives.


▶ Describe people with adjective▶ Response to Yes-no questions▶ Show interest and surprise▶ Talk about people we know

People We Know 85


People We Know

Lesson plan86


A. Do You Know These People?Complete the blank spaces with the person’s name and match the description with the picture.

The names: Rudy Hartono , Sri Mulyani Indrawati, Walter Elias Disney, Nelson Mandela, Napoleon Bona Parte, Princes Diana Spencer

Lesson plan 87


B. Celebrities

Sean Penn Norah Jones The Williams sister

Sandra : I love these shows about celebrities . Hmm. Who’s that guy? oh, Look. It’s Sean penn. He’s good-looking. His new movie is great.

... Oh, there’s Norah Jones. She is my favorite singer. her voice is amazing.

... and look-The williams sister, my favorite tennis players. Their matches are always exciting. You’re a tennis fan, right? John? ... John? Wake up!

Getting Started• Listen. Sandra is watching TV with John. Is the show interesting for John?• Can you complete the sentences? Use the information above to help you. 1. Sean Penn is an actor . ............................ movies are very good. 2. Norah Jones is a famous singer. ..................new video is great. 3. The Williams sisters are tennis players. ............. matches are always great.

Lesson plan88


Grammar : Be in Statements; Possessive adjectives I’m a Sean Penn fans. My favorite actor is Sean Penn. You’re a tennis fans. Your favorite sport is tennis. He’s an actor His new movie is great. She’s a famous singer. Her voice is amazing. We’re a giant fans. Our favorite team is the Giants. They’re tennis players. Their matches are exciting.

Circle the correct words to complete the conversations.Then practice with a partner.

1. A: I’m /My a Sting fan. B: Yeah, He’s/His music is amazing. A: You know, He’s/His real name is Gordon Matthew Summer.

2. A: I’m/My favorite band is Black Eyed Peas. B: Oh, They’re/Their very good. A: You know, They’re/Their CD is out now.

3. A: Nicole Kidman’s new movie is really great. B: Yeah? She’s/Her movies always good. A: I know, She’s/Her my favorite actor.

4. A: What’s You’re/Your favorite show? B: I’m/My favorite show? Friends. A: Yeah, It’s We’re/Our favorite show, too In our family, We’re/Our all Friends fans.

Talk about it : My favorite celebrities Write the name of your favorite celebrities below. Then talk about them with a partner. How many things can you say?

Actor Johnny Depp Band

Singer Team

Writer Artist

“ My favorite actor is Johnny Depp. He’s so good-looking. His new movie is great.”

Lesson plan 89


C. People We Know

Vocabulary Building • Listen and say the sentences. Do you have friends like these? Tell the class.• How many words can you think of to describe people you know? Complete the chart. Then tell a

partner.

Building Language • Listen. What is Tim’s new boss like? Practice the conversation. Dana So,how’s your new job? Are you busy? Tim Yes. It’s hard work, you know. I’m tired. Dana Really? What are your co-workers like? Are they nice? Tim Yes. They are. They’re really friendly. Dana Great. And is your boss OK? Tim She is, yeah. She’s nice. Um.. She is not very strict. Dana Good, because you’re late for work.

• Can you complete these questions and answer? Use your own ideas. Then compare with a partner.

1. A How’s your new teacher? 2. A What about your classmates? 3. A And what’s class like? she ? they ? it ? B Yes, she . B Yes, they . B No. its not.

She’s smart. She’s very interesting.

He’s quiet and shy.

She’s friendly and outgoing

They’re very nice. They’re fun.

He’s Lazy

My Friends My best friend My neighbourvery smart

Lesson plan90


Grammar: Yes-No questions and answers ; Negatives Am I late? Yes, You are. No, You’re not. You’re not late. Are you busy? Yes, I am. No, I’m not. I’m not busy. Is he tired? Yes, He is. No, He’s not. He’s not tired. Is she strict? Yes, She is. No, She’s not. She’s not strict. (My boss isn’t strict) Is it hard work? Yes, It is. No, It’s not. It’s not hard work. Are we late? Yes, We are. No, We’re not. We’re not late. Are they nice? Yes, They are. No, They’re not. They’re not nice. (My co- workers aren’t nice)

Write yes-no questions. Then write the true answers. Ask and answer the questions with a partner.

Speaking naturally : Is he...? or Is she...?

Listen and repeat the questions above. Notice the pronunciation of Is he...? or Is she...?

Listen. Do you hear Is he..? or Is she..? Circle he or she.

1. Is he/she a friend from high school? 2. Is he/she a college student? 3. Is he/she shy? 4. Is he/she smart? 5. Is he/she interesting? 6. Is he/she fun?

In conversation...People use ‘s not and ‘re not after pronouns.

Example: She’s not strictThey’re not nice

Isn’t and Aren’t often follow nouns.Example:My boss isn’t strictMy co-workers aren’t nice

1. You/shy? Q: Are you shy? A: Yes, I’m2. This class/easy?

3. The teacher / strict ?

4. The students in this class / lazy ?5. Your neighbours / nice ?

6. Your friends/out going?

Lesson plan 91


Pair work. Find out about your partner’s best friend. Ask and answer questions like the ones above.

A. Is he a friend from high school? B. No, he’s a neighbour.

D. This Is a Friend of Mine.

Conversation strategy: showing interest• Can you add a question to show you’re interested in the conversation.

Example: A Here’s a picture of my best friend.B Really?

• Now listen. What do you find out about Eve’s friend?

Mark This is a great photo. Who is it? Eve It’s a friend of mine Natasha.

Mark Oh? Where’s she from?

Eve She’s from London, But she’s here in Miami now.

Mark London? Wow. Is she student here?

Eve No, she’s an artist- a painter. she’s an amazing woman.

Mark A painter? Really? What are her paintings like?

Eve They’re a wonderful. Look.

Mark Oh. Interesting. . . Um, what is it?

Notice How mark shows interest. “She’s from London But she’s here in Miami now.” He repeats words and asks questions. “London? Wow. Is she student here?” Find examples in the conversation.

Complete the responses. Then practice with a partner.

1. A My friend Gemma is a singer. 3. A My friend Joshua and Pat are actors. B A singer ? Is she in band? B ...........................? Are they famous?

2. A My best friends name is Vlad. B ............................Where’s he from?

Lesson plan92


Pair WorkStudent A : Tell your partner about a friend. Student B : Ask questions to show interest. Then change roles.

Strategy plus: Really?People say Really? to show they are interested or surprised.In conversation, Really is one of the top 50 words

Pair Work Practice the conversations. Then ask the questions again. Give your own answers.

1. A Where are you from? 3. A Who’s your best friend? B San Diego. B Her name’s Brittany. A San Diego?Really? A Really? What’s she like? I’m from Los Angeles. B She’s very nice.

2. A What’s your name? B Ryan. A Really? My best friend’s name is Ryan.

Listening & Speaking: FriendsListen to these people talk about their friends. Write the missing words.

Pair work Write the names of three people you know on a piece of paper. Exchange lists. Ask questions about the people on your partner’s list.

Example:A Who’s Chung Dae?B He’s My best friend.A Really? Where’s he from?

Free talk Talk about your favorite peopleSee Free talk 3 for more speaking practice.

“Amy is a friend of mine from the neighbour-hood. She’s about .......years old. Olivia is her

....... She’s the same age as my......”

“Anton’s a friend of mine. He’s my .......He’s around my age. He’s a ..........guy - a fun guy”

“Gary is a friend from...... He’s very ........His.............’s name is

Gloria”

Speaking & Listening I Lab. (2nd Meeting) 93


Speaking & Listening I Lab. (2nd Meeting)

Lesson plan94



• Read time• Listen and complete incomplete text• Talk about daily schedule

B. Materials• Vocabulary Building (identifying and categorizing activities into morning, afternoon, and

night activities)• Vocabulary Building 2 (Reading time)• Video (Tell me the time in English)• Audio (Daily Schedule) – (text completion + listening comprehension)• Audio (b-clock-watches-quiz1) – completing the text and identifying the time

C. Class activitiesa. Before listeningVocabulary Building (identifying and categorizing activities into morning, afternoon, and night activities)

▶ Students learn to name activities shown in the picture and categorize them into morning, af-ternoon, and night activities. Students can also compare to their own daily activities

Vocabulary Building 2 (Reading time)▶ Students learn to understand the concept of o’clock, past/after, to, quarter, half in reading the time. Students then practice pronouncing the time.

b. During listeningVideo (Tell me the time in English)

▶ Students learn to understand the concept of o’clock, past/after, to, quarter, half as they watch the video. ▶ Students then practice pronouncing the time. They can also practice mentioning time for their daily schedule.

Audio (Daily Schedule) – (text completion + listening comprehension)▶ Students train their hearing as they listen to the recording and try to complete the script. ▶ Students then answer the questions related to it. Always train them to check back the answers as it will also train their reading skill (scanning technique).

Audio (b-clock-watches-quiz1) – completing the text and identifying the time▶ Students listen to the audio and complete the questions.▶ Students then answer the questions. Repeat the audio if they are unsure of or want to check their answers.

c. After listening▶ Students talk about their daily routines and the time of doing the activities.


▶ Read time▶ Listen and complete incomplete text▶ Talk about daily schedule

Lesson plan 95


Time96


TimeA. Vocabulary BuildingName and classify the following activities into 3 categories; morning, afternoon, and night activities.

Morning Afternoon Night

................................................

................................................

................................................

................................................

................................................

................................................

................................................

................................................

................................................

Time 97


B. Reading the timeWatch the video and practice reading the times.

Time98


D. Text CompletionListen to two people talking about their daily schedule and complete the text.

E. Text Completion Woman : So, what’s your usual day like? You always seem so (1)

Man : Well, I (2) get up around 5.00 a.m. and work on the computer until 6.00 a.m.

Woman: Why do you get up so early?

Man : Well, I have to (3) home at twenty to seven (6.40 a.m.) so I can catch a bus at 7:00 o’ clock. It takes me about twenty minutes to walk to the bus stop from my house.

Woman : And what time do you get to work?

Man : Uh, my bus (4) about an hour to get there, but it stops right in front of my office.

Woman : That’s nice. And what time do you get off work?

Man : Uh, (5) 5.00 o’ clock . Then , we eat dinner around 6.30, and my wife and I read and play with the kids until 8.00 or so.

Woman : So, when do you work on your website? You said one time that you create it at home?

Man : Well, my wife and I (6) watch TV or talk until 10:00 o’ clock. She then often reads while I work on my site, and I sometimes stay up until the (7) hours of the morning, but I try to finish everything by one or two.

Woman : And then you get up at 5:00 a.m.?

Man : Well, yeah, but it’s important to live balanced life. I enjoy what I do, but you have aside (8) for family and yourself.

Woman : I agree.

Man : But I think my wife has the toughest job. She (9) her whole day taking care of our family....taking the kids to school, working in the garden, buying (10) , taking the kids to piano lessons....(Wow!) That’s full-time job, but she enjoys what she does.

Woman : well, it sounds you’re a busy, but lucky man

Man : I think so too.

Time 99


Key Vocabulary[Top]

catch(verb): to get on -I have to catch a bus in front of the bus station. get off work(verb): finish work -She seldom gets off work before 6:00 p.m. dinner(noun): sometimes supper -We seldom eat dinner after 8:00 p.m. stay up(verb): not go to bed -I almost never stay up past midnight. set aside(verb): reserve, allow, or give a certain amount to -You have to set aside enough time to study for your classes. toughest(adjective): most difficult, hardest -The toughest part about being a parent is setting aside time for both work, family, and self. take care of(verb): watch, look after -You should take care of yourself so you don’t get sick. groceries(noun): food and other items at a supermarket -Mom is going to pick up some groceries from the store for dinner.

F. Listen Comprehension1. What time does the man get up?

A. at 5:00 a.m. B. at 6:00 a.m. C. at 7:00 a.m.

2. What time does he get to work? A. at 7:00 a.m. B. at 8:00 a.m. C. at 9:00 a.m.

3. What does he do with his family around 6:30 p.m.? A. They read books together. B. They play games. C. They eat dinner.

4. What do the man and his wife do after the kids go to bed? A. They watch TV. B. They clean the house. C. They listen to music.

5. What is one thing the man does NOT say about his wife? A. She has to take their children to school. B. She helps the kids with their homework. C. She goes shopping for food.

G. Quiz CompletionPre Listening Exercises

Telling time is a part of our everyday lives, from opening and closing hours of stores to office schedules and doctor appointments. This activity will help you learn to tell time and understand it in different situations.

Time100


Example:

• What are your office hours? >>We’re open from nine to five. (9:00-5:00)• Do you know what time the bank closes? >> I think it closes around six (6:00)• When does your bus arrive? >> It comes about a quarter to for. (3:45)

II. Listening Exercises

1. Our class begin at ________________________.A. 4:05B. 4:15C 4:50

2. My mother left this morning at ______________.A. 9:30B. 9:13C. 9:30

3. I’m going to catch my bus at ________________.A. 3:40B. 4:20C. 12:04

4. Let’s get together at ________________.A. 12:05B. 5:12C. 5:22

5. The store ________________________.A. 4:06B. 5:45C. 6:15

6. The _______stars at _______________.A. 7:04B. 7:14C. 7:40

7. ________________________________.A. 10:00B. 10:05C. 10:10

8. _______________________________.A. 11:05B. 4:12C. 11:45

9. _______________________________.A. 8:05B. 8:15C. 8:25

10. _______________________________.A. 3: 03B. 3:13C. 3:30

Speaking & Listening I Lab. (3th Meeting) 101


Speaking & Listening I Lab. (3th Meeting)

Lesson plan102



• Know about family member• Pronounce numbers• Listen to and complete an incomplete text• Talk about family

B. Materials• Vocabulary building – learning names of baby animals• Reading (Patrick’s Family) – learning names of family members• Video (Learn _English_numbers_0_20) - • Video (Learn_numbers_21_32) • Video (roots) - listening + text completion + listening comprehension• Audio (quiz – numbers)

C. Class activitiesa. Before listeningVocabulary building – learning names of baby animals

▶ Students learn the names of baby animals and associate them with the pictures.Reading (Family + Patrick’s Family) – learning names of family members

▶ Students learn about family tree and the names of family members. ▶ Students then practice identifying who’s who by referring to the description of each family member.

b. During listeningVideo (Learn _English_numbers_0_20)

▶ Students listen to the recording and practice pronouncing the numbers. They also need to pay attention to the spelling of the numbers. If possible, students are also encouraged to practice spelling the numbers.

Video (Learn_numbers_21_32) ▶ Students listen to the recording and practice pronouncing the numbers. They also need to pay attention to the spelling of the numbers. If possible, students are also encouraged to practice spelling the numbers.

Video (roots) - listening + text completion + listening comprehension▶ Students listen to and complete the incomplete script. ▶ Students then answer the questions about the video. Always train the students to check back their answers to the text (script) as it trains their reading skill (scanning technique).

Audio (quiz – numbers)▶ Students listen to the audio and write down the words for the numbers. Check their spelling.

c. After listening▶ Students talk about their family members and their birthdays (related to numbers).


▶ Know about family member▶ Pronounce numbers▶ Listen to and complete an incomplete text▶ Talk about family

Family 103


Family

Lesson plan104


A. Vocabulary BuildingBelow are names of baby animals. Match the animals, their babies, and the pictures.

Lesson plan 105


B. Vocabulary Building (2)

Lesson plan106


Patrick’s FamilyWrite these words in the correct place.

boyfriend husband son uncle grandfather

girlfriend mother sister

Read about Patrick Bincey and listen. Write the names of the people in the correct place.This is a photo of Patrick, his wife, and his children. His wife’s name is Brenda. She’s a teacher. His daughter’s name is Lara. She’s twenty-one and she’s a nurse. his soon’s name is Benny.He’s nineteen and he’s student. Lara’s boyfriend is a nurse, too. His name is Mick.

Ask and answer questions about Patrick’s family. A: “Who’s Brenda?” B: “She’s Patrick’s wife”

Listening Exercises

GRAMMAR SPOT1. Look at ’s She’s teacher : She’s = She is His wife’s name: His wife’s name = her name’s = possession.2. Find other examples in the text of possessive’s and ’s = is

Ana Maria Cavazos was born on (1) ____________ eighth, 1908, in Reynosa, Mexico. She was the (2) ______ ______ of twelve children.

Her father, Jesus Cavazos, was originally from Victoria, Texas, but his family (3) ______________ to Mexico around 1855.

Ana’s mother, Juana Castro, was the oldest of six brothers and sisters. Juana and Jesus were mar-ried in (4) ____ _________. Ana’s family came to the United States (5) _________________ the Mexican Revolution in 1913. Their family experienced much (6) _______________

Ana grew up in Texas and (7) _____________ her future husband in 1929. Ana and Abel Con-treras were married in 1931 and were the parents of eleven children.

Thank you for joining this (8) ______________ presentation.

Works Cited107

Works CitedGrenall, Simon. Reward Student’s Book Elementary. Macmillan Heinemann.pdfJones, Peter Watcyn. Pair Work I Elementary to Pre- Intermediate. Penguin Books, 1997.pdfMc Charty, Jeanne, and Helen Sandiford. Touchstone 1 Student’s book . Cambridge University Press.pdf----. Touchstone 1 Workbook. Cambridge University Press.pdf---- . Touchstone 2 Student’s book. Cambridge University Press.pdfNettle, Mark and Diana Hopkins. Developing Grammar in Context Intermediate . Cambridge University Press.

pdfOxenden, Koenig and Paul Seligson. New English File Elementary. Oxford University Press, 1997.pdfQuintana, Jenny. New English File Elementary- Test Booklet. Oxford University Press, 2004.pdfRichards, Jack S., Jonathan Hull & Susan Proctor. Interchange 2. Cambridge University Press.pdfRiver, Susan & Georgiana Farnoaga. Touchstone 2 Workbook. Cambridge University Press.pdfSargeant, Howard. Basic English Grammar. Saddleback Educational Publishing. 2007.pdfSoars, Liz and John. New Headway Student’s book Elementary. Oxford University Press. pdfBBC learning English websites @ http://www.bbc.co.uk/worldservice/learningenglish/language/Randall’s ESL Cyber Learning Lab @ http://esl-lab.com/Other related websites

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