Welcome back to the Teach English Now! Part I, Capstone Course!

In the next two modules, you will

work on planning a 50-60 minute lesson. Throughout Course 3, you worked on creating a lesson
plan, and by the end of the course, you had created an entire lesson plan. If you liked the lesson
plan you created in the last course, then in this course, you can design a lesson that would be taught
the day/class after the lesson you already created. So, essentially, you’ll be building upon what you
already created in the previous course. If you didn’t like the lesson plan you created in the last
course, then, by all means, feel free to change the topic/idea. Keep in mind that in Module 4 of this
course, you’ll be asked to create a weekly lesson plan. If your lesson plan that you create in this
module builds on the lesson plan from Course 3, then you’ll already have two days of your weekly
lesson plan already finished.

Feel free to use a textbook to help you plan your lesson. Most teachers do, in fact, utilize the
courses' textbooks in their daily teaching. Textbooks serve as a guide for teachers, but we often tend
to create some of our own activities related to the material, too.

For the first step of this new lesson plan, think about the objectives you’d like this lesson to
accomplish. When creating lesson plans, keep in mind that the lesson’s objectives are the very first
item that should be considered and planned, as they are the guiding force behind each and every
activity done in the lesson plan. You will be asked to write two to three objectives at the end of this
lesson for your new lesson plan.

Let’s quickly review some information about objectives.

What are objectives?

Objectives, for the purpose of this course, are specific, tangible end goals tied to a lesson plan. They
are not lofty goals; rather, they are typically smaller feats that can be accomplished in a single
lesson.

Who makes objectives?

Ideally, each teacher should write their own objectives for each specific lesson. While textbooks
often provide objectives for teachers, you must think about your purpose for teaching. Your
objectives will depend on your teaching purpose and might not align with the objectives stated in a
given textbook. If you’re not using a textbook, then, naturally, you’ll be writing your own objectives.

Tips for writing lesson objectives:

 Think about what students will do AFTER completing activities to demonstrate that learning
occurred. Objectives are not actual in-class activities.
 Create measurable objectives. They should be specific and clear, and something that teachers can
observe and assess.
 Teach objectives that matter. Each objective should be an important aspect of learning a language.
These aspects should be connected to using English in practical, real-life situations.

Hopefully, these reminders will help you with writing your objectives in the next peer review
assignment. Now, start thinking of two to three objectives for your next lesson. Brainstorm, outline or
pre-write some ideas about the objectives for your new lesson plan. Feel free to go back and review
your notes and/or watch the videos about these topics if you need to refresh your memory on writing
strong lesson objectives. Course 3, Module 2, Lesson 2’s videos focused on lesson objectives and
objective discussions. After you’ve thought about your teaching objectives, please go onto the next
reading, entitled “The Big Picture Plan,” which will discuss looking toward the future when creating
daily lesson plans.

Good luck!

Welcome back to the Teach English Now! Part I, Capstone Course. In the last reading, lesson plan
objectives were discussed. As mentioned, objectives are the guiding force behind lesson plans and
should be created before any other part of a lesson plan. Daily lesson plans, however, are actually
part of a bigger picture—a puzzle, if you will. Each piece of this puzzle—your lesson plans—should
be working towards a larger goal. The theorists Blumenfield and Krajcik, who were mentioned in
Course 3, Module 2, advocated that teachers should have “something big” at the end of each course
so that students can demonstrate what they’ve learned throughout the course. Sound familiar? It
should, as the Capstone course is doing exactly that. This capstone course is the “big project” at the
end of Teach English Now! Part I, which has two purposes. The first purpose is pedagogical in
nature: for you to clearly and effectively show that you did indeed learn something in the three
courses you’ve taken so far. The second purpose of this capstone focuses more on practice: for you
to begin building different aspects of your teaching portfolio, which you will use when applying for
teaching jobs.

The same concept should hold true, too, for your lesson planning in this Capstone Course. As you’re
thinking about planning daily lessons, keep the “bigger picture” in mind. Each lesson plan should
build upon the one before and be working to accomplish a larger goal, which should be assessed at
the end of the course or chapter with a concrete artifact, which Krajcik called a “meaningful project.”
This meaningful project may take the shape of a final class presentation, a portfolio, a dramatization,
or a final test that demonstrates the knowledge of the individual activities throughout a course or
chapter. So, as you’re creating the two or three objectives for your lesson plan in this module, also
think about the bigger picture. How would this particular lesson fit into an actual ESL chapter or
course and what kind of assessments could be used at the end of the chapter or course? You will be
asked to create objectives for your lesson plan and also to predict how you might assess a group of
related lessons taught throughout the week at the end of this lesson. What kind of meaningful project
could you use for assessment and what would the students have to do to show prove that they
learned the ideas presented? Take some time to think about this, and feel free to outline, draft or
pre-write some of your ideas.
 The next reading includes the Lesson Plan Template file. Please download it to use for your lesson
planning in the Capstone course. Please fill in each part of the lesson plan as you progress through
this course. You will be asked to submit your lesson plan, in its entirety, at the end of the 2nd
Capstone course, upon completing the next three courses.

Helpful Hint: You are strongly encouraged to create a lesson plan that builds on the lesson you
created in Course 3. In the next module, you'll be asked to build a one-week lesson plan. If the
lesson that you plan in this module is related to your topic from your Course 3 lesson plan, then
you'll already have 2 of your 5 lessons planned for your one-week lesson plan. As teachers, we
encourage you to "think smart, not hard." That is, be efficient when you work so that you don't have
to work extra hard!

NOTE: Be sure to save all of your work for the 2nd Capstone course, as you will be asked to submit
a portfolio of the items from this course and the 2nd Capstone course to be reviewed by ESL
educators at ASU.

Welcome back to the Capstone Course of Teach English Now! Part I!

In the last lesson, you worked on creating lesson objectives and projecting how those objectives
might be assessed in an end-of-chapter/course evaluation.

In this lesson, you’ll be creating a warm up activity for your lesson. As discussed in Course 3,
Lesson 1, warm up activities are vital to a lesson. In this portion of a lesson, a teacher “warms up”
the students by

 stimulating recall of prior learning

 introducing new ideas
 connecting these new ideas to prior learning.

A teacher may do this by presenting some key vocabulary, eliciting student’s knowledge of the
subject, using prediction exercises, etc. Warm ups should include interactive, fun activities to gain
the students’ interest in the lesson.

In Course 3, you were provided with some examples of warm up activities. Click here to review
them:

https://www.coursera.org/learn/lesson-design/supplement/0QLS9/reading-excerpts-from-100-tesol-
activities-ice-breakers-and-warm-ups

Now, look at your lesson objectives again and think of some fun, engaging activities to use for a
warm up activity that would be linked to the topic of your new lesson. Brainstorm, outline or pre-write
some ideas for your warm up activity for your new lesson plan. Feel free to go back and review your
 notes and/or watch the videos about these topics if you need to refresh your memory on writing
strong lesson objectives.

The videos in Lessons 1 and 2 of Course 3 discussed warm up activities:

https://www.coursera.org/learn/lesson-design/lecture/YLYui/video-1-students-are-not-empty-vessels

https://www.coursera.org/learn/lesson-design/lecture/EUcJ2/video-2-three-teachers-warm-ups

After you’ve thought about your warm up activity, please go onto the peer review, entitled “Warm Up
Activity,” which will ask you to write and upload your warm up activity and review three other
participants’ warm up activities.

Good luck!

NOTE: Be sure to save all of your work for the 2nd Capstone course, as you will be asked to submit
a portfolio of the items from this course and the 2nd Capstone course to be reviewed by ESL
educators at ASU.

Welcome back to the Capstone Course of Teach English Now! Part I!

In the last lesson you worked on creating warm ups for a lesson based on the objectives that you
wrote before. Now, we’ll go on to the next step: the objective discussion.

Objective discussions are an important part of the lesson because they allow the students to
understand the goal or target they are aiming for in each class. Depending on your teaching
situation, objective discussions can take place at any point in the lesson; however, typically, they
happen after the warm up. When planning objective discussions, teachers should remember to
include the following (in any order).

 Clearly state the instructional objectives

 Check for understanding
 Establish specifics
 Discuss the importance of the objective(s)

Now, look at your lesson objectives again and think of some ways that you could discuss them with
a class by including the four activities mentioned above. Brainstorm, outline or pre-write some ideas
for your objective discussion for your new lesson plan. Feel free to go back and review your notes
and/or watch the videos about these topics if you need to refresh your memory on writing strong
lesson objectives.
 Course 3, Module 2, Video 5 featured a detailed explanation of objective discussions and provided
samples of 3 teachers providing objective discussions in their classes. Focus on what the strongest
teacher did most effectively and try to incorporate some of those techniques into your objective
discussion, if you can.

Click here to review the video: https://www.coursera.org/learn/lesson-design/lecture/P8DNz/video-5-

three-teachers-objective-discussions

After you’ve thought about your objective discussion, please go onto the peer review, entitled
“Objective Discussion,” which will ask you to write and upload your objective discussion and review
three other participants’ submissions.

Good luck!

NOTE: Be sure to save all of your work for the 2nd Capstone course, as you will be asked to submit
a portfolio of the items from this course and the 2nd Capstone course to be reviewed by ESL
educators at ASU.

Welcome back to the Capstone Course of Teach English Now! Part I!

In the last lesson you worked on creating an effective objective discussion regarding the objectives
that you wrote before. The next step in the lesson planning process is presenting instruction and
modeling the information.

Presenting Information:

In Course 3, Module 3, teachers were encouraged to make the information being taught in a lesson
“sticky.” The three qualities of “sticky” information, which form the acronym of “MUD,” are that the
material is

 Memorable: students can recall the information easily.

 Usable: students can recall the information as a vital life skill.

 Durable: students can, even after a long period of time, still recall and use the information.

Two of the suggested ways of accomplish presenting “sticky” lessons were

 Using teacher talk by speaking clearly, carefully and focusing on details

 Keeping the lesson conversational by encouraging student interaction

 Please refer to Module 3 Video 1 to review this information in more
depth: https://www.coursera.org/learn/lesson-design/lecture/kZqoz/video-1-presenting-instruction-
making-curriculum-sticky

Later, two different methods of presenting context were discussed:

1. Teaching by using DEDUCTIVE reasoning (the more traditional method): Teach, Model, Question

 Give clear rules and explanations

 Show examples

 Ask questions to verify students understood what was explained

2. Teaching by using INDUCTIVE reasoning: Model, Infer, Elaborate

 Learners see the models provided to them

 Infer from those models or examples by coming up with rules about them

 Elaborate and develop these ideas further

Please refer to Module 3, Video 2 to review this information and watch the examples with the three
teachers:https://www.coursera.org/learn/lesson-design/lecture/5TrRk/video-2-three-teachers-
presenting-instruction

Now, look at your lesson objectives, warm up, and objective discussion in your lesson plan and think
of some ways that you could present the information to your students using either an inductive or
deductive method for presenting your instruction. Think of ways to make this information “sticky.”
Brainstorm, outline or pre-write some ideas for presenting the information in your new lesson plan.
Feel free to go back and review your notes and/or watch the videos about these topics if you need to
refresh your memory.

Modeling Information:

After teachers present the context of the lesson, they are encouraged to model the
information they taught. This is important because language learning is difficult, and
students are often trying to understand a teacher, but not fully comprehend what is required
of them. A good model guides students to understand just exactly what the teacher expects
of them.

A few tips for modeling were provided in Course 3, Module 3’s videos:

 Provide more than one model to show student different ways of accomplishing the same
task
 Let the students try to use the information taught first, before providing a model, so that
they can compare their work with the model, instead of copying from the model.

Please refer to Module 3, Videos 3 and 4 to review this information. You can also watch the
examples with the three teachers:

 https://www.coursera.org/learn/lesson-design/lecture/UpCac/video-3-modeling-dos-and-
don-ts

 https://www.coursera.org/learn/lesson-design/lecture/Lj9Fs/video-4-three-teachers-modeling

Now, look at your lesson objectives, warm up, objective discussion and presentation of
content in your lesson plan and think of some ways that you could model the information for
your students. Brainstorm, outline or pre-write some ideas for modeling the information in
your new lesson plan. Feel free to go back and review your notes and/or watch the videos
about these topics.

After you’ve thought about your how to present the information in your lesson and how to
model it, please go onto the peer review, entitled “Instruct and Model,” which will ask you to
write and upload the instruction of your lesson and models of these ideas and review three
other participants’ submissions.

NOTE: Be sure to save all of your work for the 2nd Capstone course, as you will be asked to
submit a portfolio of the items from this course and the 2nd Capstone course to be reviewed
by ESL educators at ASU.

Welcome to your second teacher observation!

At the end of each module, we will be providing you with 50-75 minute videos of one of our own ASU
teachers teaching a real class. The purpose for this is twofold: Firstly, this course is aligned with the
TESOL International standards, which entails that certification courses must require participants to
observe at least 10 hours of ESL classes. This capstone offers 6 hours of observation and the
second specialization will offer the final 4 hours through the peer-reviewed micro-lessons that you
will observe and give feedback on throughout the courses. Secondly, these observations are for you,
the participants, to observe and analyze teachers, a variety of teacher techniques, classroom
interaction, and so on. TESOL and other teacher training programs often require participants to
observe other teachers in action, and we wholeheartedly see the value of observing other teachers.
In fact, whether you’ve never taught before, or if you’ve been teaching for more than 20 years,
observing other teachers provides you with fresh, new ideas and perspectives that you might be able
to incorporate into your own lessons.

However, instead of asking you to find your own teachers to observe—and for some of you in the
farther reaches of the world, or who don’t know any ESL teachers, that would be quite difficult—
we’ve brought the teachers to YOU! Our hope is that you’ll notice some techniques, activities, or
styles in each class that you may be able to incorporate into your own classrooms. In order to make
your experience more authentic, as if you were actually in the classrooms observing these teachers,
these videos are raw and unedited, instead of our normal, polished videos. While the videos may
seem long, they provide you a glimpse of REAL teachers teaching their classes. These lessons,
while planned, are unscripted, and anything can happen in these videos, so notice how the teachers
react to unplanned occurrences.

We are also including the teachers' lesson plans, if you want to follow along with the activities. Try to
notice if the teachers follow their lesson plan exactly, or if the teachers deviate from the lesson at all.
Remember, sometimes well-planned lessons don't always go as planned, so teachers have to be
ready to adapt and improvise.

For Module 2, we’re asking you to observe one teacher. As you’re watching this lesson, consider the
following questions, which you’ll be asked to answer in a peer review activity after the video:

· Discuss some aspects of this teacher’s class that you liked.

· What are some techniques/activities that you might be interested in incorporating into your own
teaching?

So, kick back, relax, and consider the above questions while you check out what our first teacher
has to offer!

Help us translate!
0:00
[MUSIC]

How are you guys?

>> Good.

>> I'm good.

So, everybody's here, that's great right?

Okay, so before we start, let's all look at this together.

So, what are we going to study today?

>> Unit 8.

>> Unit 8, what is that?

Simple present, what's this?

Tense, have you ever heard that before?

Simple present tense?

Maybe, okay.

What about this online workbook, so that means you're going to do it on?

>> Thursday.

>> Friday, okay?

That means tomorrow, okay?

>> [INAUDIBLE] >> Yeah, Mm-hm.

Online workbook, unit 8.

Please complete that by maybe 5 o'clock tomorrow.

And, I checked your unit 4.

You did that all of you, almost all of you.

So, thank you for that and next week we have a quiz, okay?
On Tuesday, February 16, so it's a short quiz which is about unit 8.

We're going to learn it today, okay.

>> Okay.

>> And, this is your homework pages, I wrote that here.

So, we're going to cover this,

maybe if we can't finish, I will give you more homework okay?

1:25
And english only, we will decide that at the end.

Okay, so here, I wrote three sentences, okay?

This is actually a little game,

its name is Two Truths, One Lie, okay?

What does that mean, two truths, one lie?

1:49
You do know what truth is?

1:52
Opposite of lie.

1:55
You know lie?

1:57
>> Lie?

>> Lie.

Lie. >> Like people lie,

they don't tell the truth, is not correct, okay?

So, this means, two of these sentences are correct, one of this is not correct.

I'm lying, okay?

So, can you find which one's, can you read the sentences.

You want to read the first one Regee?

>> Yes, okay.

[INAUDIBLE] >> Okay, do you think it's correct or not?

Yes?

>> [INAUDIBLE] >> Well, you could guess right?

What about this one?

Opula?

>> I don't exercise on the weekends.

>> Okay, you know exercise?

Yeah. Okay.
So, do you think it's a truth or a lie?

>> Truth.

>> Hm.

Okay.

What about this one?

[INAUDIBLE], you want to read it?

>> Okay, during the week, I go to bed at 9:30 pm.

>> Very early?

Okay, who thinks, which one,

who thinks this is a lie?

>> Me.

[INAUDIBLE] Yes.

>> What about this one, is it a lie or a truth?

>> Truth.

>> This?

>> No, lie.

>> No, really?

[LAUGH] [CROSSTALK] Okay.

>> I go to bed at 12.

>> You know what, Opula is right.

Yeah, this is not true.

I can't speak, I don't speak three languages, no.

But, these are true, yes, I go to bed really early.

And, I remember, I told you that.

Opula remembered.

So, do you want to give examples like that, about yourself so we can guess?

3:49
Yeah. Okay, think about something like this,

similar to these sentences.

>> Okay, I read three books.

But, about what you do during the day.

Yes?

>> I read three books.

>> Every day?

>> Not every day.

Sometimes.

4:06
>> He reads three books?

Don't you think it's a lie?

>> [LAUGH] >> Well, here's your friend.

Is it a lie Javier?

4:18
>> No.

>> No? It's the truth, okay.

So, will you give examples, Laura?

What do you do every day?

Tell us something.

Okay, after Laura, Danilo will give an example.

>> Reading and writing.

>> Okay, but look at these sentences Laura.

>> Okay, I am right.

>> Okay, very good.

I am right, or I write?

>> I write.

>> Yeah. Here, look.

We don't use am.

Okay, very good.

I write every day.

Do you think it's true?

>> True.

>> Yeah, true.

>> Is it Laura?

Okay, good.

Okay, yes, Davida.

>> Do you agree that I eating

lunch at two o'clock.

The end.
>> Okay very good Danilo.

During the week, what did you say I eating or?

>> I eat.

>> I eat.

>> Okay, very good, I eat.

Eat yeah, we don't use ing here.

Okay, so, now I'm going to write your sentences.

So Danilo, what did Danilo say?

Do you remember?

>> I eat.

>> He or we could say Danilo- >> There are no its.

>> Danilo.

>> Eats.

>> Hm.

>> Eats.

>> Okay, that's right, eats.

5:52
>> I'm sorry Danilo.

I'm sorry.

Like this?

Yeah?

So what was your sentence?

Danilo.

>> Eats.

>> Eats every day.

>> No. >> Eat's lunch.

>> Lunch.

What time?

>> At 2.

>> At 2 o'clock.

Wow.

It's a bit late?

Okay, now look at these sentences.

I want you to tell me the rules or

when do we use these sentences?

Do we use it for the things for

the actions we are doing now or we do these every day?

>> No, these sentence for every day because Danilo eats.

>> Okay so he- >> If you have both the ing,

it’s the noun, like the letter is >> Okay, so you know this one.

Okay, good.

So, let's have a look at the rule.

What do we use at the beginning of the sentence?

>> Capital.

>> Yes, capital, but what is what we call these Danilo?

>> He, like he.

>> What do we call it?

Subject, right.

Okay, and then what do we use after that?

>> Verb.
>> Verb.

>> Okay, look at that.

So, this [INAUDIBLE] affirmative sentences, positive sentences, okay, yeah?

Okay.

You know what, let's draw a table here, okay?

Affirmative sentences.

Okay, so let's see.

First, we use subject, right?

>> Yes, ma'am.

>> Okay.

>> [INAUDIBLE] >> And then, what did you say?

>> Verb. Verb.

>> Verb, okay, good.

We use the verb.

And then we could use the- >> Complete idea.

>> These are called time expressions like,

they tell us when we do something, okay?

All right, so what about this sentence?

7:56
>> Okay, so this is, is it an affirmative sentence?

>> No, it's a negative.

>> It's a negative sentence, okay, we'll write negative sentences here.

Okay, so negative

sentences.

So, we can also use time expressions sometimes in the beginning.

You see?

Subject, verb.

Is there an I-N-G?

>> No. >> No.

Why?

Good.

What about this one?

Danilo eats.

Why is this s?
>> Because [INAUDIBLE].

>> Okay, let's see.

8:42
>> Hm, okay.

So, yes.

We will write the rules for that.

Okay.

So, let's write the rules.

Affirmative sentences, if the subjects are I.

>> We.

>> We.

Okay, we.

>> They.

>> They.

>> You.

>> You. >> You.

Okay, so whatever you write here.

>> Like.

>> Is there an S?

>> No.

>> No S.

Okay good.

What about the negative sentences?

>> [INAUDIBLE] >> Sorry.

>> [INAUDIBLE] >> The same thing.

I / we / They / You.

So, after these, look at this sentence, do.

>> Do. You have, do.

>> Do, do.

>> Do or don't, which one?

>> Don't.

>> Don't, and what else did we use?

Exercise is a verb.
These are verbs, go.

So, we use a verb.

All right, now, what about this?

He or she or it.

>> Okay, so

lets write those.

He, she, and it. You remember we learned have and

has right?

When did we use have?

>> [INAUDIBLE] >> Yeah, I have, we have.

Mm-hm, good, what about these?

Past, okay, so you already know that, right?

10:19
>> Mm-hm, yeah.

>> He like name.

>> Yeah, so this might be a name.

Mm-hm, very good, it might be the Danilo, Laura, okay.

And after that, we use verb, but what do we do?

>> Plus s.

S, s.

Plus s. >> Okay.

Very good. We use it with s.

>> S. >> This is very important, okay?

Don't forget that.

We will do a lot of practice.

What about the negative?

We don't do the negative sentence with he, she, is.

>> Doesn't >> You can guess me, okay.

So, let's try the negative ones, he, she, it, okay.

So, do we write doesn't?

>> [NOISE] >> Sorry, I was going to say no.

I gave you the exact answer.

So, what do we use?

>> Doesn't.
>> Okay, yeah, remember, we have s here.

Yeah, don't, doesn't.

It has an s, it will help you to remember, okay.

So, with he, she, it, there's always an s.

For positive sentences, we use it at the end of the the word,

but with negative sentences, we add s to this, okay?

Not actually, but it will help you to remember.

He, she, it, and we say doesn't.

Okay, what about the verb, is there an s here?

No, we don't need s, because the s is here, right?

Okay, good.

All right, so, who wants to give an example with he, she, it?

Give us an example.

>> Wasn't he [INAUDIBLE]?

>> Okay, but I want you to give an example using he, she, it, okay?

Because we already have an example- >> She doesn't.

She doesn't >> Okay, lets start with she doesn't.

All right, good, let's start.

She doesn't.

Okay, what do you want to say?

She doesn't- >> He's lunch at 2 o'clock.

>> Okay, we want to use a different word.

>> She doesn't ride a bike.

>> She doesn't ride a bike, yeah?

Yeah, do you ride a bike to school?

12:33
>> No. >> No?

Okay so that means Yan doesn't ride her

bike to school, right? >> She rides a horse.

>> What?

>> She rides a horse.

>> Horse?

Really?
>> [LAUGH]

>> Maybe, I have not seen that, but okay.

So, is this clear?

Because today we are going to learn

positive and negative sentences, okay? Next week we are going to

learn how to make questions, okay? So,

these are the only things you need to know.

Okay.

Yeah, Julia, is it clear?

How do you make sentences?

>> Yeah.

>> Yeah? Okay, so when do we use these sentences?

When?

When do we talk about what?

13:20
Look at these examples.

For example, I speak three languages.

13:26
>> [INAUDIBLE] >> Something about yourself.

Very good.

Something like general truth, facts.

Okay? Or, something about somebody.

Okay?

For example, let's say, we use these for facts.

Do you know what fact means?

>> Yes.

>> Something real.

Something happens, okay.

>> I do.

>> Okay, so let me, okay, for example, and you remember, we learned so

it is also simple, present, past, you could use.

For example, let's say It.

14:07
Let's use a verb, okay?

14:10
Let's say,
okay.

Do you know where Boston is?

14:23
Yes? Yeah, in the-

>> Snow.

>> Which one by the way?

>> Snows.

>> Why?

Okay, very good.

This one right?

So, that means this is a general truth, okay?

It happens, we know it happens.

Okay?

Yeah, because it is content, we're not finished.

>> Spots.

>> Okay, so what do we use here?

>> Be.
>> Yes, very good.

You remembered the word be.

It is hot in Phoenix all the time.

Okay?

We know that.

>> Cold in the summer.

>> Only in the summer?

Okay, well you can also say, in summer, it's hot in Phoenix.

Perfect.

Okay, what about these things, I don't exercise on the weekends.

During the week, I go to bed like, what about these things?

When do we use it?

>> Routine. >> Hm?

>> Routine.

>> Routine, okay, very good.

We use simple, present, past for

things we do every day, or our habit. Do you know what habit is?

>> [INAUDIBLE]

>> Habit is, for example, every morning,

I drink one cup of coffee.

I have to, because I like it, okay?

I get up, I make coffee, so it's my habit.

Things that I do regularly, okay?

And, I know Denny, what does Denny do?

>> Starbucks.

>> Getting Starbucks.

>> I know.

He goes to Starbucks every day, right?

So, it's his routine or his habit, yeah?

So, here shall I use it here?

Yeah, let's write here.

We use it for our habits, routines, okay?

So, do you want to give some examples?

Abigail, what do you do everyday?

If you need somebody, you can ask them, you want to learn about their lives.

16:28
Yeah?

So, Abigail, tell us one thing what you do regularly.

16:35
>> That's a perfect example.

16:38
Abigail, can you repeat that?

I, what do you study?

16:48
>> Of course.

16:52
>> So, Abigail studies regularly, right?

So, we can say every, can we say every day, Abigail?

17:02
Yeah?

Okay. I think we can because I know Abigail

studies.
Okay, so, if you want to talk about her, if you want to change this sentence.

>> She is.

She is a study English.

17:17
>> Do we use is?

No, is, remember, is also is a verb.

Okay, we don't use it with, these are verbs.

We can't use two verbs together like that.

Okay?

>> [INAUDIBLE] >> No.

Okay, by the way, how do we add s here?

>> Ies. >> Right.

>> Because of the y.

>> Very good.

Do you remember we learned the plural nouns, like box, boxes.

We add E-S, not S, right?

So, there are some rules we learned.

It is similar.

So, why don't you guys open your books, so you can see a lot of spelling rules here.

We can write some of them on the board.

>> Which page?

>> Page 91.

18:25
Yeah.

Let me talk about the page numbers.

Here, we talk about, yeah, here?

>> The ones that don't?

>> Yeah, 91.

nteractive Transcript

Help us translate!
0:00
[MUSIC]

Okay, so let's write some of the spelling rules real quick,

because you already know them.

So normally, we add s right?

>> Yeah.

>> Yes to most verbs.

What are the verbs there?

Can you give me some examples?

0:23
Like read.

What do we add?

>> About read?

Reads?

>> Es? >> No [INAUDIBLE]

>> All right what else do we have?

Right.

0:37
Can you see?

All right, so, to most words we add s, and remember this.

>> [INAUDIBLE] >> When do we add this?

>> [INAUDIBLE] >> Yes, after y, but what kind of y?

Study. Okay, very good.

Play, play. >> Study.

>> IES. >> So if there's a consonant here,

remember vowels, consonants?

>> Yes.

>> Yeah? >> IES.

>> Studies.

1:08
So what happens to y?

>> IES >> We don't need y anymore, right?

Studies, okay.

>> Miss play.

>> Cry, you know cry?

>> Play, play. >> Play, play is different.

So keep that in mind, okay?

I will ask worry.

>> Cry. What about cry.

>> Worry. Worry. Don't worry.

1:24
>> Yeah. Worry.

Cry. Okay? >> Battery.

1:28
>> Battery is a noun.

You remember the rules for nouns.

But, these are verbs.

It's the same rules but those were for nouns.

1:38
These are verbs, battery is a noun yeah?

Okay so, and- >> [INAUDIBLE]

>> Opula says play.

>> Crazy.

>> How about this one?

Do we drop the y?

>> Just the s.

>> Very good because there is a vowel here right?

Okay, good job.

Do you remember, this was your question, toys.

Some people wrote toys.

Remember, and then you remember it should be toys.

Yeah because there's a vowel here, so that one was wrong.

Okay, so what about ES.

>> [INAUDIBLE] >> The same rules.

If a word ends with these, yeah?

>> Ch. >> SS, x, yeah, o, what do we add?

>> Uch.

>> Okay, so give examples please.

What do you have, [INAUDIBLE]?

>> Watch.

>> Watch.

>> Don't touch.

>> Watch.

Very good, watch.

2:40
Pauses. >> So it ends with this, so we add?

>> Es. >> Pause, pause.

>> Box? like this?

Good example, like this.

So it is an x, what do we say?

Boxes?

2:58
Hey. [INAUDIBLE] Give me examples.

You were just watching.

[LAUGH] You can look at the next one I have here.

>> Sunglasses.

>> Sunglasses.

That was for nouns.

These are verbs.

Why do we learn how to add s to verbs?

Because we use verbs.

In this town, okay.

3:23
>> Who is it?

>> Okay, just a second.

I was going to write some, okay.

I also want you to remind you this.

Do, do is also a verb, okay.

We will use this for questions, but it's different.

The, you know, do homework, right.

So I do my homework.

He? >> Does.

>> Does.

Okay, good.

So it's like that, right?

ES. What about go?

>> Goes. >> Okay, yeah.

So, okay, good.

You remember the rules.

Actually, these practice.

Okay? I want you to have a look at

these when you go home and you need to write when you study.

Okay?

Because the spelling for these is important and

I have little cards for you, and they have all the endings here.

Some of them end in y, some of them end in x or o.

Okay, so you need to practice.

4:22
Please take one and give it to your friends.

So this is your mini homework, okay?

It's not a real homework, okay?

It's not a real homework assignment.

Okay, so, time expressions.

4:43
Can I clean this part?

>> Go ahead.

4:46
>> Yeah? There are-
>> Can I go now?

>> No, no, no.

Don't leave now.

It's your homework for you to study for the quiz.

I want you to study the spelling of these S endings, okay?

Yeah? No, no, no.

It's over.

5:05
Okay.

I want you to because at home you will concentrate.

Okay? If you do it here, you will do it fast.

Okay. So don't lose them, please.

5:15
Has everybody?

Okay, good.

Can I delete this part?

Yeah? Okay,
so now I'm going to write the time expressions.

So time expressions tell us when we do do these things.

If you want to tell us when.

If you say, I do my homework, but if you want to tell us when, right?

Maybe you don't do your homework on Saturdays, right.

Maybe you do your homework in the afternoon or everyday, okay?

>> Yes. >> So, what time expressions can be used?

Do you remember the examples?

What did we used?

5:57
For example, maybe you know what, this, let's write every, okay?

What do we use with every?

Do you remember any examples I gave you?

6:10
>> For every day?

>> Yeah, like that.

Every day.

What else can we say?

Again, what else can we say?

Like every day.

>> Every week.

>> Yes, okay, again?

>> Every month.

Always.

>> Every week.

Always.

>> Thank you, Alkine.

Okay, every month.

Okay, yeah.

You could use this with every month.

>> Every.

>> Every week, yeah.

>> Sometimes.

>> Every. >> Everyday.

>> What about now?

>> Everything.

[CROSSTALK] >> You have

6:42
>> Every minute.

Okay. You have a structured class-

6:47
>> Every

Monday- >> Every-

>> Tuesday and Thursday.

>> Tuesday and Thursday.

Okay. Very good.

So, every morning.

Do you have a class every morning?

>> Yeah.

>> Yeah? What time?

>> [INAUDIBLE] >> Yeah.

You have a class every morning.

During the week right, not on the weekend, okay?

Every evening, yeah.

So you can use it every night, every Saturday.

What do you do every Saturday?

7:18
>> Chug the beer.

>> That's not it.

[LAUGH] >> Okay.

That's a funny example.

I know it's not real.

Okay, so, what about in?

When do we use in?

>> In the morning.

7:35
>> In the sun.

7:36
>> Like, I play pool on Thursday.

>> Yeah, but you said on Thursday.

What about in?

7:44
I don't. >> Like time, not place.

Think about the time.

>> I don't drink at that time.

>> Yes, but it's a place.

Think about the time.

>> Morning.

In mornings.

>> In the morning, very good, yeah.

In the morning, right?

You can also say, yeah, I drink coffee in the morning or in the mornings, okay?

You can say that.

What about month?

8:06
Look February what do we use for months?

>> In Feb >> Yeah, in February right?

For example, I take a vacation in July.

I go to my hometown every year.

In July, yeah?

>> Yeah.

>> Okay, so you can use with months.

What about seasons?

8:32
>> Like February, like spring?

>> Seasons.

>> In summer.

>> In summer.

>> What do you do in summers?

8:38
>> I go. >> Do you study?

>> No, I go on vacation.

>> Take a vacation, yeah?

>> Take a vacation.

>> Okay, good.

Yeah, so what about on, when we use this.

>> On [INAUDIBLE] >> On Monday, yeah.

What do you do on Monday?

>> Play football.

>> Play football every Monday.

You can say I play football on Monday, or Mondays, every Monday, okay.

>> At night.

>> At night.

9:03
That's a very good example.

[INAUDIBLE].

>> Yeah.

>> [INAUDIBLE] >> We go to bed really late at night.

9:15
At noon, noon means 12.

I eat my lunch at noon, everyday.

Not late.
At noon. Okay.

So what about time?

That will start your classes in the morning.

>> [INAUDIBLE] AM. >> Okay, so.

[CROSSTALK] Yeah.

I start my class at 7:30 or [CROSSTALK]

before 7:30. You need to use this preposition, okay?

>> Yeah, yeah.

You can say if you want to but we know it's in the morning.

>> By the way,

also when you talk about your routines, you can also use this.

From two.

Do you know how to use this four times?

>> From nine to ten.

>> From nine to eleven!

>> Yeah from nine to eleven, right.

10:12
What do you do from nine to eleven every evening.

>> Cook. >> Every evening.

>> Exercise.

>> Exercise.

[LAUGH] Okay, maybe you study.

English, right?

From nine to eleven, that's it.

That's perfect.

10:31
Okay, all right.

Good, so let's see, we talked about that.

Okay, yeah.

You could also use.

[INAUDIBLE] every Friday.

Okay, now let's have a look.

Actually here this page 91.

I want you to do this exercise at home, okay.

Read the sentences carefully if you don't know the words.

>> What pages?

>> Yeah, 91. Yeah, it's written here.

I'll show you an example.

>> Are the right one?

>> No, no, no. We have other pages, too, Abdullah.

It's not that easy, we have a quiz next week.

I want you to practice a lot, okay?

>> This is the right one?

>> Yes, one part.

And if you turn the page, if you look at page 92.

Look at the picture,

what do you see in this picture?

[SOUND] Eating.

So, you will read this sentences about this people, okay?

What do they do mainly everyday they eat lunch, they do hard work, okay?

They explain it, okay?

So I want you to also complete these.

11:55
>> What about for b?

B.

B is? For number four.

>> Yeah, b, remember?

What was b?

>> Bs?

>> No, b is always, m is r, okay?

>> Okay, okay.

>> Yeah, it's also m.

But that was a very good question.

No B's, okay?

>> No B's, yeah.

>> All right, now why don't you have

a look at exercise 2.3 here, okay?

We have some verbs, and

these sentences are about yourself, okay?

What do you do?

12:30
Okay, so do you know the meanings of these verbs?

>> Yes.

>> Do, drink- >> Eat, feel, life.

>> Eat, exercise.

>> Speed, spin.

>> Feel, what about feel?

>> Well how I'm feeling.

>> How do you feel today?

Tired? >> I'm excited.

>> Excited, why?

>> I feel [LAUGH] very good.

>> Very well, okay.

Who feels happy?

[INAUDIBLE] >> Good.

Okay, who feels sad?

>> [INAUDIBLE] >> No one.

Abigail?

Why?

Okay so she's not really sad.

[LAUGH] >> Okay.

Good.

So spend, what about spend?

>> Spend.

>> [CROSSTALK] >> I haven't spend time with my class.

Spend time. >> Yeah, you can say spend time.

Maybe spend money.

Yeah?

13:16
Okay, good.

Now, you know what?

I'm going to give you these index cards.

Okay?

And I want you to write like two or three sentences.

Okay? If you write fast you can

write three sentences.

Look at these sentences.

Sentences.

You could change some of them.

You don't have to right the same things.

For example, look at number nine.

A lot of water everyday.

Maybe you don't drink water.

Maybe you drink cola everyday, or tea, or coffee.

So, you could have a look at these.

You could change them or if they are true for you, use them right.

So and then I'm going to pair you up together so you can keep.

So you don't need to write your sentences there.

Write two or three sentences here.

But write them nicely so your partners can read your handwriting, okay?

Here you go.

So, here you go.

You can just take one and give it to your friends.

And I'm going to tell you who your partners are, okay?

14:34
You're welcome. There you go.

You're welcome.

Here, Soshiro.

14:45
Here, I'm sorry.

14:48
So, write something like this, okay?

So mm-hm, about yourself.

>> Okay.

>> Okay, so I'll walk around and help you, okay?

So read these sentences.

For example meat.

You know meat?

>> Yes that like chicken, like beef.

>> Like steak, uh-huh, yeah.

What can you say, which verb can you use for that.

>> [INAUDIBLE] >> You could say like, eat.

Okay, but if you don't eat meat you can write something else vegetables,

fruit, yeah?

You can change.

15:26
Just two sentences if you don't want to write three sentences okay?

Sorry.

15:36
Abdullah, yeah?

Gym.

Who goes to a gym?

You?

Do you go to a gym?
Yeah, this gym here?

>> No, my complex.

>> In your apartment complex?

Okay, why don't you write that down?

You finished?

Okay.

[INAUDIBLE] Yeah like things you do.

Maybe every day.

Maybe every weekend.

Yeah.

For gym you can use golf.

16:05
>> I talk with just me, I.

>> Yes only I.

>> Only I?

>> Yes.

No, only I.
Sorry.

Only I. You have three sentences.

16:18
Okay yes go.

>> [INAUDIBLE] >> Stress means like if you have a lot of

work to do, if you study a lot, you feel unhappy, stressed, like nervous.

>> Miss.

Miss. >> Okay?

Yeah. You don't have to use that.

>> [INAUDIBLE] >> No, you don't need to write that.

>> Okay. >> If you want.

You finished?

Okay, wait for your partner okay and then you will change.

>> Hey, Beck. Can you push record?

I think it stopped.

Thank you.

It's okay.
>> Okay, let me.

Okay. He also used a They're usually coming.

Wait for your partner, okay.

Write two sentences, okay?

For example, what do you eat every day?

What do you drink every day?

What do you do?

Do you study?

17:10
Do your talk to your parents on the phone every [INAUDIBLE] some people do, right?

>> [INAUDIBLE] >> I think [INAUDIBLE].

Yes! Perfect.

Write one more sentence.

Who needs help?

>> Miss?

>> Yes.

>> Only one sentence?

>> No no no. Two sentences.

At least two sentences.

Okay?

17:32
But look at the spelling of every here.

Yeah?

Ready?

17:41
Yeah, try to use the time expressions okay?

Yeah you could say I go a gym but when?

Yeah?

17:51
Maybe only on Saturdays or Sundays, in the mornings, before you come to.

Of a school.

17:58
Very good.

Okay, so what about this.

Can we say.
18:07
Yeah. Okay.

Yes

18:17
Very good.

18:20
Yeah, here. [INAUDIBLE] Drank a lot of juice.

What kind of juice?

Orange juice?

Okay, good.

Okay, so most of you have finished.

Now why don't you exchange.

Yeah?

Swap your cards with your partners.

So you are together.

You're together.

Read your partner's sentences.

Okay?
0:00
[MUSIC]

And if there are mistake you can show it to them.

You can ask them if that's correct or not okay?

You finished?

Who is your partner?

Him. So change.

You guys are together, you're together.

You wrote four sentences.

Yes, well ask your partner okay?

She will tell you if its correct or not.

So okay, Amir, okay good,

so change your cards yeah,

you guys together.

You are together.

This is your partner, okay?

So, you're together.

You're together.

Hey, Moira, why don't you join here?

You don't have a partner so you can three of you can join.

You can come closer.

Okay.

1:01
No, you can come closer.

So sure?

Okay, so you have two sentences then.

Yeah, that's fine.

Sorry.
So here,

no you are going to write only about yourself like what do you do every day.

Like what are your hobbies?

Do you work out at the gym?

Do you watch TV?

Do you read books?

Like what do you do?

Yeah!

Just write two sentences and then.

1:45
Very good.

How many hours, loosely?

>> [INAUDIBLE] >> Seven?

Yeah, okay good.

2:01
Yeah, you can ask your partner questions, like if he says he doesn't eat meat.

2:09
You can say why okay, or if they say I study a lot.

You can say, when?

Yeah.

We haven't learned the questions?

But you can say things, why, when, where?

Okay?

Okay. >> [INAUDIBLE] On this one?

>> Okay, now everybody have you finished reading your partners' sentences?

>> Yes.

>> Yeah?
Did you ask them questions?

Yeah?

Okay, so do you know more about your partners now?

>> Yeah.

>> Yeah it gives you information right?

>> Yeah.

>> Okay, so here I'll have you change your cards.

Okay, good now read about them.

Now I want you to have, keep your partners card.

I want you to have new partners.

3:00
Okay, for example Denny will turn and then his new partner is Danilio, okay?

Now, who's card do you have?

Olly's card, okay.

>> Yeah, Olly's.

>> No, no, no. This is Olly's, right?

>> Yeah.

>> This is Olly's right.

[LAUGH] This is your handwriting. [LAUGH] Okay so

Delivio has this card right?

Now he will tell, sorry Manny has this card, he will tell Anglo about Alain, but

when he tells, how can he use his sentences?

Does he say I?

No he. >> No because he's talking about a he,

he reports, yeah?

So can you give an example?

Okay so has a now tell one sentence about.

Here it says I do this but

when he tells he will use he.

He.

Very good.

And he will add.

>> S.

>> S.

Okay.

Can you read one sentence so we can listen?

>> He eats a lot of meat.

>> He eats a lot of meat.

Really, Ali.

[LAUGH] Okay.

See, here it says I eat a lot of meat.

But then it says, he eats a lot of meat okay, because he's talking about it, yeah?

Can you do the same?

>> Yeah.

>> Okay, so your new partner is Yan, okay?

So you can start, and then read your sentences.

Ai, your partner is, Raul,

so you guys.

So your new partner, Julia, is that guy.

So you can take Morris card and then, yeah.

Laura, your partner is here.

You don't have new partners?

4:54
Okay, so you can tell from these
about Steve has.

5:08
Okay.

Yeah, you don't need to write.

You can just say, very good.

5:30
My goal, to educate every day.

But this is yours, why do you have yours?

You just had his.

Yeah.

[LAUGH] That's okay maybe he did enough, that's fine.

Now if you tell him.

[CROSSTALK]

6:28
Whose card is this?

Did you tell what he has?

Yeah you did, okay good.

You're done, perfect good job.

[LAUGH] Maybe he is lying.

Yes?

You're done, good.

7:02
Can I clean the board?

Actually, these are written in your books.

Okay, so I want you to change your books and write them again.

Write them down in your notebook, okay?

I just wrote a couple of them, not all of them,

but there is a longer list in your book.

Okay, so do you know lots about your friends now, what they do every day?

Yeah?

So who wants to give some examples?

>> Me.

>> Julia, what did you learn about the girls?

Can you give us some examples?

>> She exercise four times every week.

>> Wow, that's good.

She exercises, right?

Yeah, that's amazing.

It is, four times.

I only exercise twice a week.

I'm lazy.

[LAUGH] Okay who wants to give another example?

Mohammed can do.

>> And he reads the newspaper.

>> I have a question.

>> In the morning.

Real newspaper or online newspaper?

Did you ask him?

>> No.

>> No?

>> I think the newspapers.

>> [LAUGH], okay.

Which one is [INAUDIBLE], online or real?

>> [INAUDIBLE] >> Online, on this part.

Okay, good, that's very good.

Read the news every day.

Perfect. Let's see,

Mora, Mora, what have you learned about Julia [INAUDIBLE]?

8:53
What do they do?

Like what's their habits, like their routines?

>> They go to, cheat.

[INAUDIBLE] >> Game?

Gym.

Okay, wow.

A lot of people of [INAUDIBLE] here, wow.

That's good, you all like exercising.

>> [INAUDIBLE] >> It's good for health, I agree.

Okay, so you guys are okay?

Did you check your sentences, yeah?

>> Yes Ma'am.

[INAUDIBLE] >> Of course, everybody's smart here.

Okay, good.

So, now we have another activity, actually.

You're going to go pair up.

But before we do that, we need to learn something else, okay?

So please open your books again.

Look at page 496.

9:48
Yeah, 96.
10:01
Okay, so now, we have two examples here.

Who wants to read the examples, and then we can talk about it, okay?

Do you see the first example?

So, a lot of you want to read, have you found it?

>> Which page?

>> 96.

10:26
Yeah, okay.

So look at the first example.

Can you read it to us?

10:38
Our neighbors, don't you know the meaning of neighbor right?

>> Neighbor, yes.

10:44
Never drive to work.

>> Never drive to work, have you heard that before?

Never!

Okay, so let us say our neighbor never drives to work.

Is it's positive or negative?

Do they drive?

>> Negative.

>> Negative.

>> Okay.

Okay, we'll talk about that.

Where is the second sentence?

Who wants to read it?

>> Here, me.

>> You want to read it, okay.

11:20
>> They always ride their bikes.

>> They always ride their bikes.

What about always?

Every day.

>> Every [CROSSTALK].

>> All the time.

Okay. You have heard those before, right?

11:30
So, do you see this?

Okay, these are called adverbs of frequency, but

if you forget the name, it doesn't matter.

But this line is very important, okay?

So it gives you percentages.

Do you know percentages like your grades?

70% you need to get 70%?

Yeah.

Okay, so we could draw something like that.

Or maybe I'll draw something different so

it will help you to remember a different way.

So, let's see which part is a lot?

This part or this part?

>> Top, up above.

>> Above, good.

Very good.

So, what do we have here?

What does always mean?

All the time.

You do these things a lot.

So who can give an example?

12:26
>> I go to support all always.

12:28
>> Yeah.

Okay. What about like things like your habits.

>> I pray every day.

>> You pray every day.

You could say that.

Or what about if you want to use always?

How do you say that?

>> I pray always.

I pray always.

>> I pray always or- >> I always pray.

>> Okay, very good.

Now, if you look at the charts here,

first they use the subject and then they use adverbs.

Okay, you know what, I'm going to write, that's okay?

That means these ones.

So and then what did we say, I?

>> I always.

>> Always, and then what do we use?

>> Pray.

>> Pray is the verb.

>> Pray is the verb, right?

Sorry, always.

Okay, I always pray.

He could also say I pray everyday.

This is another way of saying that, okay?

All right, so what about here?

By the way in your book if you look at the line, what percentage for all of these?

What is the percentage?

>> 100%.

>> 100%..

>> 100. Okay, that means like all the time, yeah?

Okay, so what about the next one?

Look at the line.

It goes down, right?

>> [INAUDIBLE] >> Usually.

Okay very good.

What can you say about usually?

What do you do usually?

>> [INAUDIBLE] >> Okay, so what do you do?

Can you give an example?

[INAUDIBLE] >> You usually play basketball.

Okay very good.

So he usually-

>> Play.

>> Plays, plays basketball.

Actually, yeah you can say that.

Okay so what about here, what do we have here?

If you don't do this all the time, often, yeah.

That's also you know you can guess.

If this is 100%.

Thinks you do not need to know everything, yeah?

I only watch TV.

I like watching movies.

14:45
What about the next one?

14:48
>> Sometimes. >> Sometimes.

Yeah, like 50.

You do these things sometimes.

What do you do sometimes?

14:55
>> Soshiro!

Let's ask Soshiro.

Soshiro is silent today.

So what do you do sometimes?

>> Be perfect.

>> Hm?

What do you do sometimes?

>> I sometimes, study.

>> Do you study?

>> [INAUDIBLE] [LAUGH]

[INAUDIBLE] >> Yeah, you can say that.

Things that you don't always [INAUDIBLE] but if [INAUDIBLE] example, right?
>> It sometimes [INAUDIBLE].

>> Very good.

We sometimes visit.

[CROSSTALK] >> Whose friend?

>> [CROSSTALK] >> His friend.

Very good.

He visits because his friends maybe live in an apartment.

He sometimes visits them because he doesn't a lot of time.

What about here?

What do we have here?

>> Rarely.

>> Rarely, yeah.

You could use that rarely?

Yeah.

What can you say about rarely?

Like you do it once in a while somethings that you don't like doing.

>> Travel.

>> Travel. Really? Okay, yeah.

So people don't like traveling.

They don't like planes right?

So, one mate rarely travels.

Very good.

You're very good guys.

16:32
And you know one more, never, never, like never.

Youth, wow.

[INAUDIBLE] Try to say again.

[INAUDIBLE] Like he.

>> I tried it once, like smoking drugs.

>> Drugs, okay good.

>> [LAUGH] >> He never does his homework.

These are examples.

16:59
So, this is what percentage?

Zero.

Is it clear?

Yes?

What about you?

Should I give an example?

[INAUDIBLE] >> He's saying,

think about your example and we'll ask you later.

Okay, so I want you to pay attention to this.

We use something and then ever so frequency and then work.

But without your b, m is r, how do we use this, like for

example, let's say subject, yeah?

M is art, do we say I always am, we don't say that.

>> I am always.

>> Yeah. List, write them here.

If you use word b, and then we use no.

>> Verb yeah.

>> For example I am.

Sorry I am sorry adverb.

>> No. >> Yeah that's what you mean right yeah?

Okay because the is our word right?

I am never late for an exam example, yeah.

I am never late to class, right.

You guys are never late to class.

>> Yeah.

We are never.

>> Hm?

>> We are never late.

>> Yeah, we are never late, very good.

Yeah because your subject can't change.

We are never late.

I am always?

>> Happy.

>> Happy.

Yeah.

Okay very good.

So be careful with this.

Okay.

Help us translate!
0:00
[MUSIC]

All right, now, let's see, we have time, good, we have time for more activities.

Cook, who likes cooking, who cooks?

0:18
Okay, so do you want to give an example using cook?
0:25
Julia? >> [INAUDIBLE]

0:31
>> Think about your senses.

>> I always [CROSSTALK] >> These was your sentence,

you used it correctly.

But now you are saying I am.

>> I was, I said.

I'm always cooking.

>> Cook >> Cook.

Yeah, no -ing.

Forget about -ing.

Okay?

You cook everyday Kamsa, of course.

[LAUGH] >> Of course, of course.

Same, same.

>> Same. Julia, do you also cook Kamsa?

>> Yeah, I always cook.

>> Sushi, sushi.

1:03
Okay [LAUGH] Jude is from China, okay?

So well if you are from some where you don't have to cook that,

you can cook something different right?

>> I usually am.

>> Yes. >> I usually

[LAUGH] >> Burger.

>> Burger. Okay, good.

This is also scrambled

sentences here if you look at page 97.

Okay, so I want you to write.

>> I want you to unscramble.

Let's give some examples.

Keep those. Yeah, you can keep those.

And then you can do the rest at home.

Okay, let's make sure you understand it.

For example, this is about somebody's brother.

Okay, they say my brother.

Okay so there are some sentences about the brother for

example look at number five.

Try to write number five they are all they are all mixed up, okay.

Put it in the correct order.

You could use the examples here.

>> [INAUDIBLE] >> [INAUDIBLE] let's get like maybe,

>> One minutes or two minutes, yeah.

Number five, write number five.

Yeah, let me give you a couple of examples.

2:40
[INAUDIBLE] You wrote all of the?

2:44
>> Number five. [SOUND] Here they are okay good.

>> Miss.

>> Yes.

>> [INAUDIBLE] Good, good, yep.

This easy that's perfect.

>> [INAUDIBLE] >> Okay so who wants to read it?

3:08
Raul, do you want to read number five?

3:11
Let's listen to Raul.

Let's check.

3:15
>> Yeah, yeah.

It's not very common, they don't use it a lot.

But, this is like these words, okay?

All these Is usually often.

So we use that before the verb, after the subject.

So how can you read it again?

3:42
>> Very good.

Is it correct, did you all write the same thing?

He must be really hard working, yeah?

Okay so let's do one more, okay?

Look at number eight.

Now number eight is work B, okay?

4:06
Okay, let me give you one minute.

>> My brother.

>> Omar, let's wait for your friend and then I'll ask you, okay?

4:16
Number eight.

4:31
Okay, so the verb is?

What is the verb in the sentence?

Is right?

4:41
Mm-hm, good.

4:47
Perfect.

Okay, this is, they're using rarely again.

Okay, but this time, the word is be.

So let's see, Jon you want to read it.

5:06
Okay, eight, yeah.

>> [INAUDIBLE] >> My brother is rarely tired, yeah.

5:16
Because we use rarely after the word be, okay.

Think about the examples.

You could change it, you could say.

Don't forget this example, I am always happy, right?

And then you can change, he is sometimes happy.

Okay, any questions?

5:41
Starts he usually starts yeah.

5:49
Yeah so why don't you write them down?

I will take your homework before by the way before the quiz.

We're going to do a quick review.

So we will go through these again.

I'll remind you how to use.

>> The quiz is next class?

>> Yeah, next class.

You'll have a short quiz, unit 8.

But we're going to do a review.

But I also want you to review it all, okay?

6:21
>> Okay. >> All right, so please write these.

So when we do our review you're going to answer all of them, okay?

Don't worry, I'll give you the correct answers.

Okay, now are you ready for some activity?

6:33
>> Yeah. >> Yeah?

Norm is like yeah [LAUGH].

>> Are you bored?

6:37
No, you want activity.

Okay.

So, now, this activity has a question.

But we have a lot of questions here.

But it's good for you to learn it now, if this one question.

So you can learn a question and say, yes we know this.

So, the question is, okay, so I will give one to Helmut, and then one to.

So there's a dialogue here.

Before I give this to you, let's listen to them okay?

How they ask the questions.

Can you read the question Helmut?

Sergio is a name, okay?

So you can change Sergio to

7:20
then because it's very, okay?

Yeah, you can ask.

This is the example.

>> Sergio is a name but his name is not Sergio.

>> Okay, do you shop online?

Okay, so this is the question for, okay?

So let's write this, but don't worry about it.

We're going to learn that.

But you can always, let me, can I clean this?

Yeah? Okay, it's written in your book anyway.

So let's learn using the question only with you this time.

Okay? Next week we're going to learn the other.

Do you shop online?

Okay. So how do you form the question?

Do you and that will be use?.

This is the verb right?

>> Yeah.

>> Yeah.

>> Okay. Tell me what's your answer to

this question.

Do you shop online?

8:19
No, I have never shopped online.
>> Never?

Why? >> You asked.

>> But why?

>> Because it's expensive.

>> Okay. That's a good reason.

That's a very good answer, he said never.

I also don't shop online because sometimes people can steal your credit card number,

right?

Yeah, he thinks it's expensive, I think It's not safe, okay?

So we can say, I never shop online.

>> Who shops online?

>> Me.

>> You?

Yeah? >> All the time.

>> All the time?

>> I like Amazon. [LAUGH]

>> Okay,

so he said all the time, he can say.

What else can he say?

9:03
Usually >> Usually, always.

Yes.

Okay. So the answer is that now I know.

But if you do, now you say?

Yeah these are the short answers, okay?

9:23
No I don't and you can tell why okay or yes I do.

Or yes I, yeah let's give a long answer.

Yes I. >> I shop online.

>> Yeah this is a positive sentence okay?

You know how to say this, yes?

9:42
Or you can add time expressions.

Yes, I shop online all the time, or every week, or every month.
Okay, here we go.

In order to do this, you need to walk around and talk to a lot of people.

10:00
For example, I'll walk around and I will ask do you shop online?

>> Yes, of course.

>> Okay, so I will write.

He shops online like everyone.

Okay? >> Okay, good.

So here you go, but you need to be ready to get up, okay?

You can close your books.

No, no, no, you all write your name, I will explain this again okay?

10:30
You write your friends name, yes.

You see here it says It's a name, you will write your friends name, okay?

Here you go.

Amed, >> Yes?

>> One for you, one for all >> One for you, one for.

10:47
>> Here you go.

>> You would think that [INAUDIBLE] [SOUND]

>> We have two, at least I know,

you could write for last name.

10:59
Okay so if there are, these are usually easy words, but if you don't understand.

Okay, now, so okay.

You can stand up and then move around, or some of you can stay.

See, some of you can walk around, okay?

So let's start with this group.

You guys can stand up.

Ralph, Abigail, [INAUDIBLE], you can stand up and

go over there and ask your friends, okay?

Come on. No, no, no.

Not them. These people.

Ralph.

Yeah.
Abigail.

Ralph. [INAUDIBLE]

Okay so [INAUDIBLE]

ask a lot of them.

That is [INAUDIBLE] He's asking if [INAUDIBLE], That's fine.

12:24
Okay now, ask this question.

Yes, that's fine.

You can write that.

Arid ask your friend [INAUDIBLE].

Paul ask Soshiro.

What is there for.

[INAUDIBLE]

>> Ask everyone even

go there ask the girls.

You can ask.

>> Probably just >> Another thing too,

13:03
I mean i have time to watch the video all the way to the end.

One of the things i want to do for a moment is when students talk,

I won't have them on their mic.

13:58
I want to get you closing the lesson.

It's okay, I think it stopped.

No, it's all of it.

17:36
Okay everybody.

I think our time is up.

Okay?

I mean, we have two minutes but I have something else, but.

So, you did a very good job.

Thank you.

So you can go back to your seats.

18:03
You can go back to your seats.

Javier, you can sit down now.

I have, I have two announcements.

Yeah, Laura?

Okay, thank you.

Now let's finish this.

Okay, let's finish this.

Okay everyone.

One last announcement.

Before I announce, have you learned anything interesting about your friends?

Yes?

Okay, listen one more quick example.

Banilo, can you read something to us?

>> Okay.

18:47
Never takes.

>> Who?

Never takes vitamins, good what else?

Alain? >> My brother takes one every morning.

>> He takes a vitamin everyday.

Okay good, so now you know more about your friends right?

Okay, so please don't forget to do your online workbook okay?

And these are the pages.

I want you to complete these exercises, okay?

So we're going to repeat these next week.

And what about English only?

Have you ever heard anybody talking in Arabic or?

>> No. >> No.

>> No?

>> Once.

Just English?

>> Just English?

I haven't heard anyone.

So is it one or zero?

One. There is more, right?

Okay, thank you.

I'll see you next week.

Okay? Have a nice weekend.

Okay? Thank you.

Here, that's your

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