SEE YOU LATER

 

Lesson Plan: Greetings and Leave-Takings

Objective:

• Students will learn common greetings and leave-takings in English.
• Students will practice using greetings and leave-takings in various contexts.

Materials:

1. Presentation Slides/Whiteboard: Display key phrases, vocabulary, and examples.
2. Handouts: Provide a handout with greetings and leave-takings for students to reference.
3. Role-play Cards: Create cards with different scenarios for students to practice greetings and leave-takings in pairs or small groups.

Introduction (10 minutes):

• Discuss the importance of greetings in different cultures.
• Introduce basic greetings: Hello, Hi, Good morning, Good afternoon, Good evening.
• Discuss appropriate situations for each greeting.

Presentation (15 minutes):

• Present leave-takings: Goodbye, Bye, See you later, Take care.
• Use visual aids and examples to illustrate the context of each phrase.
• Discuss the importance of tone and body language in greetings and leave-takings.

Practice (20 minutes):

1. Role-play Activity:

   • Provide role-play cards to pairs or small groups.
   • Each student takes turns greeting and saying goodbye using the phrases provided.
   • Encourage creativity and natural conversation.

2. Vocabulary Game:

   • Play a game like Bingo using common greetings and leave-takings. Call out phrases, and students mark the corresponding words on their bingo cards.

Review (10 minutes):

• Discuss common mistakes and challenges.
• Review pronunciation and intonation.
• Ask students to share their experiences during the role-play activity.

Homework/Extension (optional):

• Assign a short writing task where students write a dialogue using greetings and leave-takings.
• Encourage students to observe and report on greetings in different English-speaking media.

Additional Tips:

• Incorporate cultural aspects of greetings and leave-takings.
• Create a positive and inclusive atmosphere during role-play activities.
• Provide feedback on pronunciation and usage.

This lesson plan is just a starting point and can be adapted based on the specific needs and proficiency levels of your students. Adjust the difficulty of vocabulary and complexity of role-play scenarios accordingly.

Here are key phrases, vocabulary, and examples for greetings and leave-takings:

Greetings:

1. Hello:

   • Example: Hello! How are you?

2. Hi:

   • Example: Hi there! Nice to see you.

3. Good morning:

   • Example: Good morning! Did you sleep well?

4. Good afternoon:

   • Example: Good afternoon. How's your day going?

5. Good evening:

   • Example: Good evening! It's good to see you again.
   • 
     

Leave-Takings:

1. Goodbye:

   • Example: Goodbye! See you tomorrow.

2. Bye:

   • Example: Bye for now! Take care.

3. See you later:

   • Example: See you later! Have a great day.

4. Take care:

   • Example: Take care! I'll talk to you soon.
   • 

Role-play Examples:

1. Scenario: Meeting a Friend

   • A: Hi there! How are you doing?
   • B: Hello! I'm good, thanks. How about you?
   • A: Good morning! I had a great weekend. What about you?

2. Scenario: Leaving the Office

   • A: Goodbye, everyone! Have a nice evening.
   • B: Bye! See you tomorrow.
   • C: Take care on your way home!

3. Scenario: Phone Call

   • A: Hello, this is [Name]. Who's calling?
   • B: Hi, [Name]! It's [Friend's Name]. How are you?
   • A: Hi! I'm doing well. What's up?

4. Scenario: Casual Leave-Taking

   • A: See you later! It was great catching up.
   • B: Bye! Let's do this again soon.
   • A: Goodbye! Take care.
   • 
     
     
     
     

Vocabulary Game Examples:

• Bingo Card Words:

  1. Hello
  2. Good morning
  3. Goodbye
  4. See you later
  5. Hi
  6. Bye
  7. Good afternoon
  8. Take care

• Call Out Examples:

  • "Good evening!"
  • "Hi there! How are you?"
  • "See you later, alligator!"
  • "Goodbye! Have a nice day."
  • 
    
    
    
    

LESSON 6 (L3) Making Negative Statements in the Past Tense

Objective:

By the end of this lesson, students will be able to form and use negative statements in the past tense correctly.

Introduction:

Review the concept of the past tense and its purpose in English.

Discuss the importance of negative statements in conveying actions that did not occur in the past.

Grammar Rules: Negative Statements in the Past Tense:

Regular Verbs:

Explain that for regular verbs, the past tense is often formed by adding "-ed" to the base form of the verb.

To create a negative statement, use the auxiliary verb "did not" (didn't) + base form of the main verb.

Example:

Positive: He played tennis yesterday.

Negative: He didn't play tennis yesterday.

Irregular Verbs:

Highlight that irregular verbs do not follow a standard pattern in forming the past tense.

Provide a list of common irregular verbs and their past tense forms.

To make a negative statement, use "did not" (didn't) + the base form of the irregular verb.

Example:

Positive: She wrote a letter last night.

Negative: She didn't write a letter last night.

Practice Exercises:

Fill in the Blanks:

Provide sentences with missing words, and ask students to fill in the blanks with the correct negative past tense form of the verbs.

Example:

She __________ (not / finish) her homework yesterday.

Create Your Sentences:

Have students create their sentences in the negative past tense. Encourage creativity and variety in their sentences.

Role-Play Activity:

Divide the class into pairs. Assign each pair a scenario (e.g., planning a party last weekend). Students take turns creating and responding to negative statements about the past events.

Discussion:

Lead a class discussion on the importance of using negative past tense statements in communication and how they contribute to a more nuanced understanding of events.

Conclusion:

Summarize the key points about forming negative statements in the past tense.

Assign homework for further practice, such as writing a short paragraph using negative past tense statements.

Additional Resources:

Provide relevant online resources or grammar websites for students to practice independently.

Remember to adapt the teaching material based on the proficiency level of your students and allocate time for questions and clarifications.

CONTOH KALIMAT AFIRMATIF

1. I enjoy reading books in the evening.
• Saya menikmati membaca buku di malam hari.
2. She has a beautiful garden in her backyard.
• Dia memiliki taman yang indah di halaman belakangnya.
3. We visited Paris last summer.
• Kami mengunjungi Paris musim panas lalu.
4. The students are studying for their exams.
• Para siswa sedang belajar untuk ujian mereka.
5. He plays the guitar very well.
• Dia bermain gitar dengan sangat baik.

CONTOH KALIMAT NEGATIF

1. I don't like coffee.
• Saya tidak suka kopi.
2. She didn't attend the meeting yesterday.
• Dia tidak menghadiri pertemuan kemarin.
3. We aren't going to the party tonight.
• Kami tidak akan pergi ke pesta malam ini.
4. He doesn't have a car.
• Dia tidak memiliki mobil.
5. They haven't finished their homework yet.
• Mereka belum menyelesaikan pekerjaan rumah mereka.

 

IT'S PARTLY CLOUDY IN DALLAS.

 Describing the weather is a common topic in everyday conversations. Here are some phrases and expressions you can use to talk about the weather:

Clear Sky:

It's a clear day.

The sky is clear.

Sunny Weather:

It's sunny outside.

The sun is shining.

There's not a cloud in the sky.

Partly Cloudy:

It's partly cloudy today.

There are some clouds, but it's mostly sunny.

Cloudy Weather:

It's cloudy.

The sky is overcast.

It's a bit gloomy today.

Rainy Weather:

It's raining.

We have some rain today.

It's a rainy day.

Drizzling:

It's drizzling outside.

Pouring Rain:

It's pouring rain.

It's a heavy rainstorm.

Snowy Weather:

It's snowing.

We have snow today.

It's a snowy day.

Foggy Conditions:

It's foggy.

The visibility is low due to the fog.

Windy Weather:

It's windy today.

There's a strong breeze.

Temperature:

It's hot today.

It's cold outside.

The temperature is mild.

Seasonal Descriptions:

It feels like spring.

It's a typical summer day.

It's getting cooler; fall is here.

Winter has brought cold temperatures.

Extreme Conditions:

It's scorching hot.

It's freezing cold.

We're experiencing a heatwave.

There's a chill in the air.

Overall Impressions:

The weather is beautiful today.

It's perfect weather for a picnic.

The weather is miserable.

Future Weather (Forecast):

The forecast predicts rain tomorrow.

They're expecting sunny skies this weekend.

Remember, these phrases can be combined and modified based on the specific conditions you're describing. Additionally, using sensory details can enhance your descriptions, such as mentioning the feel of the air, the smell, or the general atmosphere.

Langit cerah:

Ini hari yang cerah.

Langit cerah.

Cuaca cerah:

Di luar cerah.

Matahari bersinar.

Tidak ada awan di langit.

Berawan:

Hari ini berawan sebagian.

Ada sedikit awan, tapi sebagian besar cerah.

Cuaca mendung:

Cuacanya mendung.

Langit mendung.

Hari ini agak suram.

Cuaca Hujan:

Sedang hujan.

Hari ini kita akan turun hujan.

Ini hari hujan.

Gerimis:

Di luar sedang gerimis.

Hujan deras:

Hujan deras.

Ini adalah hujan badai yang lebat.

Cuaca Bersalju:

Sedang turun salju.

Kami memiliki salju hari ini.

Ini hari bersalju.

Kondisi Berkabut:

Ini berkabut.

Jarak pandang menjadi rendah karena kabut.

Cuaca berangin:

Hari ini berangin.

Ada angin kencang.

Suhu:

Hari ini panas.

Diluar dingin.

Suhunya sedang.

Deskripsi Musiman:

Rasanya seperti musim semi.

Ini adalah hari musim panas yang khas.

Semakin dingin; musim gugur telah tiba.

Musim dingin membawa suhu dingin.

Kondisi ekstrim:

Panas sekali.

Dingin sekali.

Kita sedang mengalami gelombang panas.

Ada hawa dingin di udara.

Kesan Keseluruhan:

Cuacanya indah hari ini.

Ini cuaca yang sempurna untuk piknik.

Cuacanya buruk.

Cuaca Masa Depan (Prakiraan):

Ramalan cuaca memperkirakan besok akan turun hujan.

Mereka mengharapkan langit cerah akhir pekan ini.

Telling the time

 Telling time involves expressing the current time in terms of hours

, minutes, and sometimes seconds. There are two common formats for representing time: analog and digital.

Analog Clocks:

Read the Hour:

Identify the longer hand (hour hand) on the clock.

Determine which number it is pointing to. This indicates the hour.

Read the Minutes:

Identify the shorter hand (minute hand) on the clock.

Determine which number it is pointing to or closest to.

If the minute hand is directly on the 12, use that as the reference point for the minutes.

Combine the Hour and Minutes:

State the hour first, followed by the word "o'clock."

Example: If the hour hand is on 3 and the minute hand is on 12, you say, "It's three o'clock."

Read Minutes Past the Hour:

If the minute hand is pointing to a number other than 12, use the number it points to and say "minutes past."

Example: If the hour hand is on 2 and the minute hand is on 6, you say, "It's two minutes past two."

Read Minutes to the Next Hour:

If the minute hand is pointing between the numbers and 12, use the number it points to and say "minutes to."

Example: If the hour hand is on 4 and the minute hand is on 9, you say, "It's nine minutes to four."

Digital Clocks:

Read the Hours:

Look at the first two digits on a digital clock. These represent the hours.

Read the Minutes:

Look at the last two digits on a digital clock. These represent the minutes.

Combine the Hours and Minutes:

State the hours first, followed by a colon, and then the minutes.

Example: If it's 3:30, you say, "It's three thirty."

Indicate Morning or Afternoon:

If it's before noon, you say "a.m." (ante meridiem). If it's after noon, you say "p.m." (post meridiem).

Example: 10:45 a.m. is read as "ten forty-five in the morning."

Common Phrases:

"Midnight" and "Noon":

Use "midnight" for 12:00 a.m. and "noon" for 12:00 p.m.

"Quarter Past" and "Quarter To":

Use "quarter past" for 15 minutes past the hour and "quarter to" for 15 minutes before the next hour.

"Half Past":

Use "half past" for 30 minutes past the hour.

Remember, practicing regularly with both analog and digital clocks will improve your ability to tell time quickly and accurately.

STEVEN, WHO IS THAT?

 Understanding the usage of "that" and "this" in English is important for expressing ideas clearly. Here's a guide to help you navigate the usage of these demonstrative pronouns:

1. Demonstrative Pronouns:

"This" is used to refer to something that is close in space or time.

Example: This book is interesting. (Referring to a book nearby)

"That" is used to refer to something that is more distant in space or time.

Example: I want to buy that car. (Referring to a car farther away)

2. Demonstrative Adjectives:

"This" and "that" can also function as demonstrative adjectives when used before a noun.

Example: I like this song. (Referring to a specific song)

Example: I don't like that movie. (Referring to a specific movie)

3. Time References:

"This" is often used for events or situations that are happening or about to happen.

Example: I can't believe this is happening.

"That" is used for events or situations that have already occurred or are in the past.

Example: I remember that day vividly.

4. Expressing Ideas:

"This" is commonly used to introduce an idea or topic.

Example: Let's talk about this new project.

"That" is used to refer back to an idea or topic that has already been mentioned.

Example: We discussed that issue yesterday.

5. Making Distinctions:

"This" is often used to make a distinction when presenting options.

Example: I prefer this option over the other.

"That" is used when referring to a specific option mentioned earlier or in the past.

Example: We can choose that approach we discussed last time.

6. Emphasis:

Using "this" can emphasize something in the present or the immediate context.

Example: I want this exact pen, not another one.

"That" can be used to emphasize something in the past or to create a sense of distance.

Example: I can't believe you said that to me.

Remember, the choice between "this" and "that" depends on the context of the conversation or writing, emphasizing either proximity or distance. It's always helpful to consider the relative location in space or time when deciding which one to use.