Review lesson 1 Date of preparing: Date of teaching: 1. Objectives: - Teach and review tenses in English: Present simple, present continuous and present perfect. - Distinguish the use and functions of these tenses. 2. Teaching aids: - Handouts, posters 3. Procedure: Tim e Steps Work arrangement 10’ 15’ Presentation Study this example situations: Ann is in her car. She is on her way to work. She is driving to work. This means: She is driving now, at the time of speaking. The action is not finished. am/ is/are - ing is the Present continuous: * I am doing something = I’m in the middle of doing something; I’ve started doing it and I haven’t finished yet. - T. shows the poster with some examples to study the uses and functions of Present continuous. * We use the present continuous when we talk about things happening in a period around now. Exercises (handouts). ? Put the verb into correct form. Eg. We can’t go out now. It (not rain) now any more → isn’t raining Presentation Study this example situation: Alex is a bus driver, but now he is in bed asleep. So: He is not driving a bus (He is asleep) but He drives a bus (He is bus driver) drive(s)/work(s)/do(es) is the Present continuous. I/we/you/they drive/work . She/he/it drives/works . *We use the present simple to talk about things in general. We are not thinking only about now. We use it to say that something happens all the time or repeatedly, or that something is true in general. Rememeber that we say: he/she/it -s Exercise Pair work & whole class Group work Whole class & Pair work Individual work 12’ 10’ 3’ (Handouts) Eg. Rice (not grow) . in Britain. → doesn’t grow * Comparison: - The water is boiling. Can you turn it off ? - Water boils at 100 o C * we don’t use the following verbs in continuous tense. like know need taste smell belong understand . Presentation Study this example situation. - Tom is looking for his key. He can’t find it. He has lost his keys = he lost it and he still hasn’t got it. Have /has lost is the present perfect simple. * When we use the present perfect there is always a connection with now. The action in the past has a result now. We use the present perfect with just, already and yet Exercise (Handouts) Eg. They (already/ write )to her. → have already writer In the following examples too the speakers, are talking about a period that continues untill now (recently/so far/ since/for . Eg. Have you learned from Halee Note that: we say “it is the first time smt have happned. (present perfect), using handouts. Homework - T. summarises the main teching boy - sts complete some exercise. & whole class Group work & whole class Group work & whole class Whole class Individual work Whole class * Comment Review lesson 2 Date of preparing: Date of teaching: 1. Objectives: By the end of the lesson sts will able to understand and practise: - sequence of tenses - improve the use of the conjunctions: when, as, no sooner, by the time . 2. Teaching aids: Handouts, textbooks. 3. Anticipated problems: Sts may have difficulties reviewing tenses of English so T. should repeat the use and the form. 4. Procedure: Tim e Steps Work arrangement 3’ Warm - up - T. divides the class into the groups of 3 to rewrite all the conjunction they have learned. Eg: because, if . - T. checks and sorts out these conjunctions sts write. - T. explains and leads into the lesson. Whole class & Group work 10’ New lesson 1. Presentation. In general, A sentence has more than two clauses, verbs have sequence of tenses. a) Presentation: The sequence of verbs in main clauses and subordinate clause: Main clause Subordinate clause 1. Simple Present - Simple present - Present perfect - Present continuous - Simple future/near future - Simple past 2. Simple Past - Simple past - Past perfect - Past continuous - would/were/was going to - Simple present 3. Present Perfect - Simple present 4. Past Perfect - Simple past b) Practice. - T. elicits and explains by using the handouts Eg: * People have said that London has fog * She says she has finished her homework already. Whole class & group work, individual work * She said she would visit me again. * They had done what was necessary. 10’ a) Presentation: The sequence of verbs in main clauses and adverbial clause of time: Main clause adverbial clause of time 1. Present Tenses Present Tenses 2. Past Tenses Past Tenses 3. Future Tense Present Tenses * Adverbial clause of time is often begun by: - when - whenever - as - while . - until - just as - since - no sooner .than * Present Tenses: For all present tenses are up to the context, content. * Past Tenses: For all past tenses are up to the context. * Future Tenses: For all past tenses are up to the context of the sentences. b) Practice. Eg: - James never goes home before he has finished his work - I often read a novel while I am waiting for the bus. - It was raining hard when I got there. - He had already left when I arrived home. - By the time I come, she will have cleaned the room. Whole class & group work, individual work 20’ 2. Practice. - T. gives the handouts for sts to complete individually and then compare with their partner. - T. calls on some sts to write down their answer on the board and asks other sts for their comments. - T. checks with the whole class and gives the corrective feedback, and comments. Individual work Whole class & group work 2’ Homework - T. summarizes the main points. - T. gives the handouts for sts to complete. Whole class * Comments: Review lesson 3 Date of preparing:. Date of teaching: 1. Objectives: By the end of the lesson, sts will be able to review grammar: Verbs followed by -ing or infinitive 2. Teaching aids: Handouts and textbooks 3. Procedure: Time Contents Work arrangement 3’ Warm - up - T. divides the class into the groups of 2 to write down all the verbs followed by -ing and infinitve. Answers: G1: want/refuse/decide . G2: enjoy/mind/avoid - T. checks and guidelines sts to make sentences using the verbs above: Eg: They decided not to go by air. Group work & Whole class 15’ New lesson a) Explanation: This lesson focuses on problems areas: * Verbs followed by either -ing or infinitive with to. 1. can t bear, hate, like, love and prefer.’ Like to usually refers to habitual preferences. Eg: We like to go out to lunch on Sunday Not like to means think it wrong to. Eg: I don t like to call him.’ 2. attempt, begin, continue, intend, plan, propose, start There is no difference in meaning whether we use -ing or infinitive with to 3. forget, remember With to both verbs refer to an obligation. Eg: I had to phone him but I forgot to do it. I don t remember learning to walk.’ 4. try With to this refers to something attempted, which might fail or succeed. With -ing this refers to making an experiment, or to a Whole class & group work, individual work new experience. Eg: I tried to warn him, but it was too late Try taking some aspirin. 5. go on With -ing this refers to the continuing of an action. With to this refers to the continuation of a speech. 6. mean With the meaning intend, this is followed by to With -ing, and an impersonal subject, this refers to what is involved. 7. regret With to this refers to the speaker’s regrets about what is going to be said. With -ing this refers to a regret about the past 8. hear, see, watch, find When followed by infinitive without to, the action is complete With -ing, the action is still in progress. *Verbs with an object, followed by either -ing or infinitive with to. 1. admit. This can be used with or without to followed by -ing. Eg: They admitted (to) being members of the gang. 2. allow, forbid, permit, encourage, advise. With an object and to. With an object -ing form. 3. consider With an object and to this refers to an opinion. Eg: He is considered to be a famous doctor. With -ing this means think about. 4. imagine With an object and to With -ing. An object is also possible 5. require With an object and to With -ing: passive voice. Eg: These letters require typing. * Verbs normally followed by infinitive with to - T. gives the handouts for sts to discuss and practice: Eg: agree/appear/expect * Verbs normally followed by -ing Eg: appreciate/delay/fancy/practise * Verbs followed by infinitive without to - help: I helped Helen (to) open the door. - make/let: They make me study harder. 25’ b) Activities: - T. gives the handouts for sts to complete: ? Choose the most suitable words underlined Eg: I have never imagined the mountain (to be/being) high. ? Rewrite each sentence, beginning as shown, so that the meaning stays the same. Eg: I’m happy to look after the baby for you.  I don’t mind looking after the baby for you. ? Rewrite each sentence so that it included the word in capitals, and so that the meaning stays the same. Eg: I am sorry I didn’t go to university. REGRET  I regret not going to university. Individual work Whole class 2’ Homework - T. summarizes the main points. - T. asks sts to complete the handouts as homework. Whole class * Comments: Review lesson 4 Date of preparing: Date of teaching: 1. Objectives: By the end sts will be able review and further practise indirected speech and reporting. 2. Teaching aids: Textbook and handouts. 3. Procedure: Tim e Steps Work arrangement 5’ Warm - up - T. checks the homework to review Infinitive and Gerund - T. calls on some sts to write down their answers and then asks other sts to comment and correct. - T. gets feedback and gives corrective answers if necessary. Whole class 15’ New lesson 1) Explanation: This lesson assumes that the basic rules for forming indirect speech are already known. a) Indirect speech with modal auxiliaries. If the reporting verb is in a past tense, modals change where there is a ‘past’ equivalent. + will - would can - could may - might Could/would/might don’t change. Eg: She said she might be late. + must - had to / mustn t - wasn t/weren t to’ ’ ’ b) Indirect speech with conditional sentences. After a past tense reporting verb, real situations include tense changes. + “If we leave now, we will catch the train .”  I told him (that) if we left then, we would catch the train In reported situations, tense changes are not made if the event has reference to a possible future. + If you came back, I would be able to help you“ ”  She said if I came back, she would be able to help me. c) Past tenses. It isn’t strictly necessary to report past tenses with a shift into past perfect in spoken language if the sequence of events is clear. d) Verbs followed by person + to. + advise / invite / remind / tell / ask / Eg: Would you like some beer?“ ”  He invited me to have some beer. e) Verbs followed by subjunctive or should. Individual work & Whole class Eg: They suggested that he should tell me. * Functions of reporting verbs: a) Many verbs describe a function, rather than report words. + Look, if I were you, I d leave early .‘ ’ ’  She advised me to leave early Examples are: admit/complain/warn/agree/persuade . 25’ 2) Activities. - T. uses the handouts and asks sts to individually complete, then compare with a partner. - T. gets feedback and correct with the whole class. Exercise 1: Choose the most suitable word underlined. a/ Jane (said me/told me) there was nothing the matter. b/ Peter (persuaded me/ insisted me) to stay for dinner. . Exercise 2: Rewrite each sentence in indirect speech beginning as shown. a/ ‘I wouldn’t cook the fish for too long, Bill, If I were you,’ said Jean.  Jean advised Bill not to cook the fish for too long. Exercise 3: Rewrite each sentence so that it included the word in capitals, and so that the meaning stays the same. a/ He was warned by the fireman not to re-enter the house. (HIM)  The fireman warned him not to re-enter the house. Whole class Pair work 5’ Homework - T. summarises the main points. - T. gives the handouts for sts to further complete. Whole class * Comments: . difficulties reviewing tenses of English so T. should repeat the use and the form. 4. Procedure: Tim e Steps Work arrangement 3’ Warm - up - T. divides the class. would/were/was going to - Simple present 3. Present Perfect - Simple present 4. Past Perfect - Simple past b) Practice. - T. elicits and explains by using