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. 

"There Is" and "There Are"

Objective:

Students will learn how to use the phrases "there is" and "there are" to describe the existence of objects in different contexts.

Materials:

Whiteboard or Flip Chart

Markers

Flashcards or Pictures of Objects

Worksheet or Handout

Example Sentences

Introduction (10 minutes):

Write the phrases "there is" and "there are" on the board.

Explain that these phrases are used to talk about the existence of things.

Provide examples and ask students to identify the subject and verb in each sentence.

Activity 1: Presentation with Objects (15 minutes):

Show pictures or flashcards of various objects.

Create sentences using "there is" or "there are" for each object.

Example: "There is a cat on the chair."

Ask students to create their sentences with other objects in the room.

Activity 2: Guided Practice (15 minutes):

Distribute a worksheet or handout with sentences missing the phrases "there is" or "there are."

Students fill in the blanks with the correct phrase.

Review the answers as a class.

Activity 3: Role Play (15 minutes):

Divide students into pairs.

Each pair is given a scenario (e.g., a park, a classroom, a zoo).

Students take turns creating sentences about what is in their assigned scenario using "there is" or "there are."

Closure (5 minutes):

Review key points.

Ask students if they have any questions.

Assign homework, if applicable (e.g., writing a short paragraph using "there is" and "there are").

Example Sentences:

There is a book on the table.

There are two cars in the parking lot.

There is an apple in the basket.

There are three birds in the tree.

There is a computer on the desk.

Feel free to adapt this lesson plan and the materials to suit the level and needs of your students. Adding visuals, interactive activities, and real-life scenarios can make the learning experience more engaging and effective. 

Using "how much" and "how many" in questions depends on whether you are asking about uncountable nouns or countable nouns.

How to use "How much":

How much + uncountable noun:

Example: How much water is in the jug?

Explanation: In this question, "water" is an uncountable noun, and "how much" is used to ask about the quantity of something that cannot be easily counted.

How much + non-specific quantity:

Example: How much time do we have?

Explanation: Here, "time" is an uncountable concept, and "how much" is used to inquire about an unspecified amount.

How much + abstract concept:

Example: How much effort did you put into the project?

Explanation: In this case, "effort" is an abstract concept, and "how much" is used to inquire about the degree or intensity of that abstract quality.

How to use "How many":

How many + countable noun (plural):

Example: How many students are in the classroom?

Explanation: "Students" is a countable noun in the plural form, and "how many" is used to ask about the number of individual students.

How many + specific countable items:

Example: How many apples are in the basket?

Explanation: Here, "apples" is a countable noun, and "how many" is used to ask about the number of individual items.

How many + people:

Example: How many people attended the meeting?

Explanation: "People" is a countable noun, and "how many" is used to inquire about the number of individuals in attendance.

Additional Tips:

Use "how much" when asking about a quantity or amount of something that cannot be easily counted as individual units.

Use "how many" when asking about the number of individual items or people.

Remember that uncountable nouns are typically abstract concepts or substances, while countable nouns are specific, discrete items.

These distinctions help you use "how much" and "how many" appropriately in questions based on whether you're dealing with countable or uncountable nouns.

Using "how much" and "how many" in questions depends on whether you're asking about uncountable nouns or countable nouns.

Questions with "How much":

1. **How much money do you have?
2. **How much time is left?
3. **How much water is in the bottle?
4. **How much sugar do you want in your coffee?
5. **How much information can you provide?

Use "how much" for uncountable nouns, such as money, time, water, sugar, or information.

Questions with "How many":

1. **How many friends do you have?
2. **How many books are on the shelf?
3. **How many cars are in the parking lot?
4. **How many students are in the class?
5. **How many apples are in the basket?

Use "how many" for countable nouns, such as friends, books, cars, students, or apples.

Remember, "how much" is used for things you can't easily count individually, while "how many" is used for things you can count individually.

The use of Modal Auxilary Can

 Modal verbs, including "can," are auxiliary verbs used to express ability, possibility, permission, or requests. Here's a basic guide on using the modal verb "can" with some teaching material:

1. Expressing Ability:

Example: I can swim.

Teaching Material: Use visuals or activities that demonstrate various abilities. For example, show pictures of people doing different activities and have students create sentences using "can."

2. Making Requests:

Example: Can you pass me the book?

Teaching Material: Role-playing activities where students make requests can be effective. Create scenarios and encourage students to use "can" to ask for help or permission.

3. Offering and Asking for Permission:

Example: Can I go to the bathroom?

Teaching Material: Role-playing or scenarios where students ask for and grant permission. Discuss appropriate situations for using "can" to seek permission.

4. Expressing Possibility:

Example: It can rain later.

Teaching Material: Discuss weather forecasts or future plans, emphasizing the use of "can" to express possibilities. Use visual aids like weather charts or schedules.

5. Negation of Ability:

Example: I can't swim.

Teaching Material: Contrast positive and negative statements to highlight the use of "can't" for negation. Provide exercises where students practice creating negative sentences.

6. Talking about General Abilities:

Example: Cats can see in the dark.

Teaching Material: Explore general abilities of animals, people, or objects. Encourage students to research and present information using "can" to express general capabilities.

7. Time Expressions:

Example: I can meet you at 3 p.m.

Teaching Material: Introduce time-related expressions to show the temporal aspect of using "can." Use timelines or schedules to practice forming sentences.

8. Contrast with Other Modals:

Example: I must finish my homework.

Teaching Material: Compare "can" with other modals like "must," "should," or "may." Discuss the nuances and when each is appropriate.

Activities:

Role-Playing: Create scenarios for students to use "can" in various situations.

Sentence Building: Provide sentence parts and have students construct sentences using "can."

Games: Create games like bingo or word search using sentences with "can."

Storytelling: Have students create short stories using "can" to express abilities or possibilities.

Assessment:

Use quizzes or exercises to assess understanding.

Evaluate students during role-playing activities.

Assign writing tasks where students demonstrate the correct use of "can."

Remember to tailor these materials to the proficiency level of your students and gradually introduce more complex uses of "can" as they progress.

Here are 50 sentences that use auxiliary verbs to express ability, possibility, permission, or requests, with a focus on the modal verb "can":

Ability:

I can swim well.

She can speak three languages fluently.

They can solve complex math problems.

We can play the piano.

He can run a marathon.

Possibility:

6. It can rain later in the day.

The project can be completed by next week.

She can win the competition with enough practice.

It can snow in winter.

The package can arrive tomorrow.

Permission:

11. Can I go to the party tonight?

Can he use your computer for a while?

You can borrow my book if you like.

Can we visit the museum tomorrow?

Can they stay for dinner?

Requests:

16. Can you please pass the salt?

Can I have a moment of your time?

Can you help me with this problem?

Can you turn off the lights?

Can you pick up some groceries on your way home?

Ability:

21. She can lift heavy weights at the gym.

I can cook a delicious lasagna.

They can play the guitar beautifully.

We can fix the broken chair.

He can dance like a professional.

Possibility:

26. It can be a great opportunity for us.

The meeting can be rescheduled.

She can be the next CEO.

The concert can be canceled due to bad weather.

It can take a few hours to complete the task.

Permission:

31. Can I use your phone for a moment?

Can they attend the event?

You can park your car here.

Can he join us for lunch?

Can we enter the building?

Requests:

36. Can you lend me some money?

Can I have a glass of water, please?

Can you pass me the menu?

Can you send me the report by tomorrow?

Can you give me a ride to the airport?

Ability:

41. He can fix the computer issues.

I can complete the project before the deadline.

They can navigate through the city easily.

She can play the violin with skill.

We can speak in front of a large audience.

Possibility:

46. It can take some time to process the application.

The plan can succeed with proper execution.

She can become a famous actress in the future.

It can be a challenging task to accomplish.

The experiment can yield interesting results.

I hope these sentences provide a helpful example of using modal verbs in various contexts!

Here is a list of 50 common present participles:

 Here is a list of 50 common present participles:

Eating	Makan
Driving	Menyetir
Breaking	Pemecahan
Writing	Menulis
Taking	Memukau
Speaking	Berbicara
Forgetting	Lupa
Choosing	Memilih
Seeing	Melihat
Hearing	Pendengaran
Knowing	Penuh arti
Giving	Memberi
Going	Pergi
Doing	Sedang mengerjakan
Building	Bangunan
Buying	Pembelian
Selling	Penjualan
Tearing	Merobek
Swimming	Renang
Taking	Memukau
Wearing	Memakai
Losing	Kekalahan
Finding	Temuan
Reading	Membaca
Singing	Nyanyian
Riding	Berkuda
Slipping	Tergelincir
Writing	Menulis
Spelling	Ejaan
Sweeping	Luas
Writing	Menulis
Telling	Pemberitaan
Teaching	Pengajaran
Breaking	Pemecahan
Freezing	Pembekuan
Biting	Bersanding
Writing	Menulis
Running	Berlari
Drawing	Menggambar
Blowing	Hembusan
Growing	Pertumbuhan
Knowing	Penuh arti
Beating	Mengalahkan
Drinking	Minum
Breaking	Pemecahan
Choosing	Memilih
Rising	Kenaikan
Hiding	Bersembunyi
Touching	Sentuhan
Smelling	Berbau

I AM SUSAN WEBSTER. (jejakdigitalnasir.blogspot.com)

Here is a list of 50 common past participles

 Here is a list of 50 common past participles

Eaten	Dimakan
Driven	Didorong
Broken	Rusak
Written	Tertulis
Taken	Diambil
Spoken	Lisan
Forgotten	Terlupakan
Chosen	Terpilih
Seen	Terlihat
Heard	Mendengar
Known	Diketahui
Given	Diberikan
Gone	Hilang
Done	Selesai
Built	Dibuat
Bought	Dibeli
Sold	Terjual
Torn	Robek
Swum	Berenang
Taken	Diambil
Worn	Dipakai
Lost	Hilang
Found	Ditemukan
Read	Membaca
Sung	Dinyanyikan
Ridden	Ditunggangi
Slipped	Tergelincir
Written	Tertulis
Spelled	Dieja
Swept	Menyapu
Written	Tertulis
Told	Diberi tahu
Taught	Diajari
Broken	Rusak
Frozen	Beku
Bitten	Tergigit
Written	Tertulis
Run	Berlari
Drawn	Digambar
Blown	Sesak nafas
Grown	Dewasa
Known	Diketahui
Beaten	Dipukuli
Drunk	Mabuk
Broken	Rusak
Chosen	Terpilih
Risen	Bangkit
Hidden	Tersembunyi
Touched	Tersentuh
Smelled	Berbau

I AM SUSAN WEBSTER. (jejakdigitalnasir.blogspot.com)