hoc et illud

Kategorie: MAN Solok City

  • 🧕🏻☀️An email from Solok, Sumatra (reading comprehension, present simple, soundfiles, exercises, *MAN Solok City*, A2)☀️🧕🏻

    • Siti tells Aisyah about her home town, family and daily life in West Sumatra.

    Dear Aisyah,

    How are you? I hope you are well. I want to tell you about my home town, Solok, in West Sumatra. I live here with my family, and I like living here very much.

    Solok is a small town. It is in a green area with many hills and mountains. The air is often cool, especially in the morning and evening. There are many rice fields around the town. The rice fields are very beautiful, and farmers work there every day.

    My family has a small house near the town centre. I live with my parents and my two brothers. Every morning, I get up at six o’clock. I have breakfast with my family and then I go to school. I usually go to school by motorbike with my father. My school is not far from our home.

    After school, I sometimes meet my friends. We like walking around the town, talking and buying food. There are many small food shops in Solok. I really like nasi kapau, fried rice and fresh fruit. We also drink tea together.

    At the weekend, my family often visits places near Solok. We like going to the hills and looking at the rice fields. Sometimes we visit a lake or a small village. My parents like taking photos, and I like spending time outside.

    People in Solok are friendly and helpful. Many people know each other, so the town feels like a big family. There are also many traditional Minangkabau houses in the area. I like seeing the special roofs on these houses.

    I hope you can visit Solok one day. I would like to show you my school, my favourite food shops and some beautiful places near the town.

    Write back soon and tell me about your home town.

    Best wishes,

    Siti

    _________________________

    Word / phraseA1 definition
    a home townthe town where you live or where you grew up
    especiallymore than other people or things
    town centrethe main part of a town
    breakfastthe first meal of the day
    usuallymost of the time
    to go by motorbiketo travel on a motorbike
    to be far from hometo be a long way from your home
    sometimesat some times, but not always
    a food shopa small shop that sells food
    a villagea small place where people live
    to take a phototo use a camera to make a picture
    to spend time outsideto be outside for some time
    to be helpfulto help other people
    traditionalfrom a long time ago and still used or done today
    a roofthe top part of a house or building

    #################

    Match the words with the definitions

    1. a home town
    2. especially
    3. town centre
    4. breakfast
    5. usually
    6. to go by motorbike
    7. to be far from home
    8. sometimes
    9. a food shop
    10. a village
    11. to take a photo
    12. to spend time outside
    13. to be helpful
    14. traditional
    15. a roof

    A. to help other people
    B. the top part of a house or building
    C. at some times, but not always
    D. the first meal of the day
    E. to use a camera to make a picture
    F. the town where you live or where you grew up
    G. a small place where people live
    H. more than other people or things
    I. to be outside for some time
    J. the main part of a town
    K. most of the time
    L. from a long time ago and still used or done today
    M. to travel on a motorbike
    N. a small shop that sells food
    O. to be a long way from your home

    ________________________

    Answer key:
    1–F, 2–H, 3–J, 4–D, 5–K, 6–M, 7–O, 8–C,
    9–N, 10–G, 11–E, 12–I, 13–A, 14–L, 15–B

    #################

    Match the definitions with the words

    1. to help other people
    2. the top part of a house or building
    3. at some times, but not always
    4. the first meal of the day
    5. to use a camera to make a picture
    6. the town where you live or where you grew up
    7. a small place where people live
    8. more than other people or things
    9. to be outside for some time
    10. the main part of a town
    11. most of the time
    12. from a long time ago and still used or done today
    13. to travel on a motorbike
    14. a small shop that sells food
    15. to be a long way from your home

    A. a home town
    B. especially
    C. town centre
    D. breakfast
    E. usually
    F. to go by motorbike
    G. to be far from home
    H. sometimes
    I. a food shop
    J. a village
    K. to take a photo
    L. to spend time outside
    M. to be helpful
    N. traditional
    O. a roof

    ______________________

    Answer key:
    1–M, 2–O, 3–H, 4–D, 5–K, 6–A, 7–J, 8–B,
    9–L, 10–C, 11–E, 12–N, 13–F, 14–I, 15–G

    ################

    True or false

    1. Siti lives with her parents and two brothers.
    2. Siti likes living in Solok very much.
    3. Solok is a large city.
    4. Siti usually goes to school by motorbike with her father.
    5. Her school is far from their home.
    6. There are many rice fields around Solok.
    7. Siti gets up at seven o’clock every morning.
    8. People in Solok are friendly and helpful.
    9. Siti has one brother.
    10. Siti sometimes meets her friends after school.
    11. There are no food shops in Solok.
    12. Siti likes spending time outside.
    13. At the weekend, Siti’s family often visits places near Solok.
    14. Siti lives alone in a small house.
    15. There are many traditional Minangkabau houses in the area.
    16. Siti goes to school by bus every morning.
    17. Siti would like Aisyah to visit Solok.
    18. Solok is near the sea.
    19. Siti’s family sometimes visits a lake.
    20. Siti does not like the rice fields around Solok.

    ___________________________

    Answer key:
    1–True, 2–True, 3–False, 4–True, 5–False, 6–True, 7–False,
    8–False, 9–False, 10–True, 11–False, 12–True, 13–True,
    14–False, 15–True, 16–False, 17–True, 18–False, 19–True, 20–False

    ###################

    Answer in full sentences:

    1. Where does Siti live?
    2. What is Solok like?
    3. Where is Solok?
    4. What is around the town?
    5. When is the air often cool?
    6. Who works in the rice fields?
    7. Where is Siti’s house?
    8. Who does Siti live with?
    9. When does Siti get up?
    10. Who goes to school with Siti?
    11. How does Siti go to school?
    12. How far is her school from home?
    13. Who does Siti meet after school?
    14. What do Siti and her friends like doing?
    15. Which food does Siti like?
    16. What do they drink together?
    17. When does Siti’s family visit places near Solok?
    18. Where do they sometimes go?
    19. Why does Solok feel like a big family?
    20. What does Siti want Aisyah to do?

    _________________________

    Correct answers:

    1. Where does Siti live? – Siti lives in Solok, West Sumatra.
    2. What is Solok like? – Solok is a small town.
    3. Where is Solok? – Solok is in West Sumatra.
    4. What is around the town? – There are hills, mountains and rice fields around the town.
    5. When is the air often cool? – The air is often cool in the morning and evening.
    6. Who works in the rice fields? – Farmers work in the rice fields.
    7. Where is Siti’s house? – Siti’s house is near the town centre.
    8. Who does Siti live with? – Siti lives with her parents and her two brothers.
    9. When does Siti get up? – Siti gets up at six o’clock.
    10. Who goes to school with Siti? – Siti goes to school with her father.
    11. How does Siti go to school? – Siti goes to school by motorbike.
    12. How far is her school from home? – Her school is not far from her home.
    13. Who does Siti meet after school? – Siti meets her friends after school.
    14. What do Siti and her friends like doing? – They like walking around the town, talking and buying food.
    15. Which food does Siti like? – Siti likes nasi kapau, fried rice and fresh fruit.
    16. What do they drink together? – They drink tea together.
    17. When does Siti’s family visit places near Solok? – Siti’s family visits places near Solok at the weekend.
    18. Where do they sometimes go? – They sometimes go to a lake or a small village.
    19. Why does Solok feel like a big family? – Solok feels like a big family because many people know each other.
    20. What does Siti want Aisyah to do? – Siti wants Aisyah to visit Solok.

    ###############

    Answer in full sentences:

    1. Where does Siti live?
    2. What is Solok like?
    3. Where is Solok?
    4. What is around the town?
    5. When is the air often cool?
    6. Who works in the rice fields?
    7. Where is Siti’s house?
    8. Who does Siti live with?
    9. When does Siti get up?
    10. Who goes to school with Siti?
    11. How does Siti go to school?
    12. How far is her school from home?
    13. Who does Siti meet after school?
    14. What do Siti and her friends like doing?
    15. Which food does Siti like?
    16. What do they drink together?
    17. When does Siti’s family visit places near Solok?
    18. Where do they sometimes go?
    19. Why does Solok feel like a big family?
    20. What does Siti want Aisyah to do?

    ___________________________

    Answers:

    1. Where does Siti live? – Siti lives in Solok, West Sumatra.
    2. What is Solok like? – Solok is a small town.
    3. Where is Solok? – Solok is in West Sumatra.
    4. What is around the town? – There are hills, mountains and rice fields around the town.
    5. When is the air often cool? – The air is often cool in the morning and evening.
    6. Who works in the rice fields? – Farmers work in the rice fields.
    7. Where is Siti’s house? – Siti’s house is near the town centre.
    8. Who does Siti live with? – Siti lives with her parents and her two brothers.
    9. When does Siti get up? – Siti gets up at six o’clock.
    10. Who goes to school with Siti? – Siti goes to school with her father.
    11. How does Siti go to school? – Siti goes to school by motorbike.
    12. How far is her school from home? – Her school is not far from her home.
    13. Who does Siti meet after school? – Siti meets her friends after school.
    14. What do Siti and her friends like doing? – They like walking around the town, talking and buying food.
    15. Which food does Siti like? – Siti likes nasi kapau, fried rice and fresh fruit.
    16. What do they drink together? – They drink tea together.
    17. When does Siti’s family visit places near Solok? – Siti’s family visits places near Solok at the weekend.
    18. Where do they sometimes go? – They sometimes go to a lake or a small village.
    19. Why does Solok feel like a big family? – Solok feels like a big family because many people know each other.
    20. What does Siti want Aisyah to do? – Siti wants Aisyah to visit Solok.

    #################
    Answer in full sentences:

    1. Does Siti live in Solok or Bukittinggi?
    2. Is Solok a big or small town?
    3. Is Solok in West Sumatra or East Sumatra?
    4. Are there many hills or beaches around Solok?
    5. Is the air often cool in the morning or evening?
    6. Do farmers work in the rice fields every day or only at weekends?
    7. Does Siti live near the town centre or far from it?
    8. Does Siti live with her parents or her friends?
    9. Does Siti have two brothers or two sisters?
    10. Does Siti get up at six or seven o’clock?
    11. Does Siti go to school by motorbike or by bus?
    12. Does Siti go to school with her father or her mother?
    13. Is her school near her home or far from her home?
    14. Does Siti meet her friends before or after school?
    15. Do Siti and her friends walk around the town or stay at home?
    16. Does Siti like fried rice or pizza?
    17. Do they drink tea or coffee together?
    18. Does Siti’s family visit places near Solok on weekdays or at the weekend?
    19. Are the people in Solok friendly or unfriendly?
    20. Does Siti want Aisyah to visit Solok or Jakarta?

    ________________________

    Correct answers:

    1. Does Siti live in Solok or Bukittinggi? – Siti lives in Solok.
    2. Is Solok a big or small town? – Solok is a small town.
    3. Is Solok in West Sumatra or East Sumatra? – Solok is in West Sumatra.
    4. Are there many hills or beaches around Solok? – There are many hills around Solok.
    5. Is the air often cool in the morning or evening? – The air is often cool in the morning.
    6. Do farmers work in the rice fields every day or only at weekends? – Farmers work in the rice fields every day.
    7. Does Siti live near the town centre or far from it? – Siti lives near the town centre.
    8. Does Siti live with her parents or her friends? – Siti lives with her parents.
    9. Does Siti have two brothers or two sisters? – Siti has two brothers.
    10. Does Siti get up at six or seven o’clock? – Siti gets up at six o’clock.
    11. Does Siti go to school by motorbike or by bus? – Siti goes to school by motorbike.
    12. Does Siti go to school with her father or her mother? – Siti goes to school with her father.
    13. Is her school near her home or far from her home? – Her school is near her home.
    14. Does Siti meet her friends before or after school? – Siti meets her friends after school.
    15. Do Siti and her friends walk around the town or stay at home? – They walk around the town.
    16. Does Siti like fried rice or pizza? – Siti likes fried rice.
    17. Do they drink tea or coffee together? – They drink tea together.
    18. Does Siti’s family visit places near Solok on weekdays or at the weekend? – They visit places near Solok at the weekend.
    19. Are the people in Solok friendly or unfriendly? – The people in Solok are friendly.
    20. Does Siti want Aisyah to visit Solok or Jakarta? – Siti wants Aisyah to visit Solok.

    #######################

    Fill in the blanks, words below:

    traditional – breakfast – home town – weekends – especially –
    roofs – centre – usually – not far – spend –
    visit – mountains –
    after school

    Siti writes about her _____, Solok, in West Sumatra. Solok is a small town with hills,_____ and many rice fields. The air is cool, _____ in the morning and evening. Siti lives near the town _____ with her parents and two brothers. She has _____ with her family and _____ goes to school by motorbike with her father. Her school is _____ from home. Sometimes, she meets her friends _____ . They walk around the town and visit a food shop. At _____, Siti’s family visits a village or a lake. They like to take a photo and _____ time outside. The people in Solok are friendly and helpful. There are many_____ Minangkabau houses with special_____. Siti hopes Aisyah will _____ Solok one day.

    ———————————–

    Correct version:

    Siti writes about her home town, Solok, in West Sumatra. Solok is a small town with hills, mountains and many rice fields. The air is cool, especially in the morning and evening. Siti lives near the town centre with her parents and two brothers. She has breakfast with her family and usually goes to school by motorbike with her father. Her school is not far from home. Sometimes, she meets her friends after school. They walk around the town and visit a food shop. At weekends, Siti’s family visits a village or a lake. They like to take a photo and spend time outside. The people in Solok are friendly and helpful. There are many traditional Minangkabau houses with special roofs. Siti hopes Aisyah will visit Solok one day.

    ################
    Answer as shown – statement, evidence:

    1. Why can we say that Siti’s home town is in West Sumatra?

      YOU WRITE:
      Siti writes about her home town, Solok, in West Sumatra.
    2. Why can we say that Solok has a lot of farmland?
    3. Why can we say that the weather is pleasant at certain times of the day?
    4. Why can we say that Siti’s family has three children?
    5. Why can we say that Siti has her morning meal with her family?
    6. Why can we say that her school is close to her house?
    7. Why can we say that Siti meets her friends after lessons?
    8. Why can we say that her family visits rural places at the weekend?
    9. Why can we say that the people in Solok are kind to other people?
    10. Why can we say that the houses in the area have old-style designs?

    ______________________

    Correct answers:

    Why can we say that Siti’s home town is in West Sumatra? – Siti writes about her home town, Solok, in West Sumatra.

    Why can we say that Solok has a lot of farmland? – Solok has many rice fields.

    Why can we say that the weather is pleasant at certain times of the day? – The air is cool, especially in the morning and evening.

    Why can we say that Siti’s family has three children? – Siti lives with her parents and two brothers.

    Why can we say that Siti has her morning meal with her family? – She has breakfast with her family.

    Why can we say that her school is close to her house? – Her school is not far from home.

    Why can we say that Siti meets her friends after lessons? – She sometimes meets her friends after school.

    Why can we say that her family visits rural places at the weekend? – Her family visits a village or a lake at weekends.

    Why can we say that the people in Solok are kind to other people? – The people in Solok are friendly and helpful.

    Why can we say that the houses in the area have old-style designs? – There are many traditional Minangkabau houses with special roofs.

    ##################

    Match the questions and answers

    1. Where do you live, Siti?
    2. What is Solok like?
    3. What can you see around the town?
    4. Who works in the rice fields?
    5. When does the air feel cool?
    6. Who lives with you?
    7. How do you go to school?
    8. What do you do after school?
    9. Where do you buy food?
    10. What food do you like?
    11. Where does your family go at weekends?
    12. What do your parents like doing there?
    13. What do you like doing?
    14. What are the people in Solok like?
    15. What can you see on the traditional houses?

    Answers

    a. Nasi kapau, fried rice and fresh fruit are my favourites.
    b. My parents and two brothers are at home with me.
    c. They have special roofs.
    d. I sometimes meet my friends and walk around the town.
    e. My home is in Solok, West Sumatra.
    f. We sometimes visit a village or a lake.
    g. They are friendly and helpful.
    h. The air is often cool in the morning and evening.
    i. There are hills, mountains and many rice fields.
    j. My father takes me to school by motorbike.
    k. It is a small and green town.
    l. We get it from a small food shop.
    m. I enjoy spending time outside.
    n. They like taking photos.
    o. Local farmers are there every day.

    __________________________

    Answer key:
    1-e, 2-k, 3-i, 4-o, 5-h, 6-b, 7-j, 8-d,
    9-l, 10-a, 11-f, 12-n, 13-m, 14-g, 15-c

    __________________________

    Correct version:

    Aisyah: Where do you live, Siti?

    Siti: My home is in Solok, West Sumatra.

    Aisyah: What is Solok like?

    Siti: It is a small and green town.

    Aisyah: What can you see around the town?

    Siti: There are hills, mountains and many rice fields.

    Aisyah: Who works in the rice fields?

    Siti: Local farmers are there every day.

    Aisyah: When does the air feel cool?

    Siti: The air is often cool in the morning and evening.

    Aisyah: Who lives with you?

    Siti: My parents and two brothers are at home with me.

    Aisyah: How do you go to school?

    Siti: My father takes me to school by motorbike.

    Aisyah: What do you do after school?

    Siti: I sometimes meet my friends and walk around the town.

    Aisyah: Where do you buy food?

    Siti: We get it from a small food shop.

    Aisyah: What food do you like?

    Siti: Nasi kapau, fried rice and fresh fruit are my favourites.

    Aisyah: Where does your family go at weekends?

    Siti: We sometimes visit a village or a lake.

    Aisyah: What do your parents like doing there?

    Siti: They like taking photos.

    Aisyah: What do you like doing?

    Siti: I enjoy spending time outside.

    Aisyah: What are the people in Solok like?

    Siti: They are friendly and helpful.

    Aisyah: What can you see on the traditional houses?

    Siti: They have special roofs.

    Aisyah: Would you like me to visit Solok?

    Siti: Yes, I would love a visit from you.

    ##################

    ##################

    ##################

    Please use the box below
    to write your feedback.
    Only I can read it.
    It is not public.

    Please tell me:

    • Are the texts and exercises OK?
    • Are the topics OK?
    • Is the level OK?
    • Is it too easy or too difficult?
    • Do you want texts about other topics?

    Thank you! I appreciate your feedback.

    ##################

    Remember how babies
    learn a language:

    Babies learn a language by listening.
    They use their ears to hear sounds.
    Their brain remembers these sounds.
    Babies connect sounds with people and things.
    They listen to their parents.
    Then they copy the sounds they hear. They imitate words.
    Slowly, babies learn to speak.

    So,
    LISTEN, LISTEN, LISTEN, LISTEN……………

    SMFrockZ@gmx.at

  • 🤠🐮🐄Helping students speak English (A2)🐄🐮🤠

    • How teachers can help beginner students speak more


    How teachers can help beginner students speak more English

    Students may have English lessons at school, but this does not always mean that they can speak English well.

    They may know some words and some grammar. They may understand the teacher. But when the teacher asks them to speak, they may be quiet.

    This is very common with young English learners.

    They may be afraid of making mistakes. They may not know what to say. They may be shy in front of other students.

    The teacher can help them.

    The most important thing is to make English speaking easy, safe, and fun.

    1. First, make students feel safe

    Some students know the answer but do not want to speak.

    They may think:

    “My English is bad.”

    “I will make a mistake.”

    “The other students may laugh.”

    “I don’t know the right word.”

    The teacher should help students feel safe.

    Do not say:

    “No, that is wrong.”

    It is better to say:

    “Good try.”

    “Try again.”

    “Almost right.”

    “Very good. One small change.”

    The teacher can also say:

    “It is OK to make mistakes.”

    “We are here to learn.”

    “You do not need perfect English.”

    Students should learn one important idea:

    Mistakes are OK. Try to speak.

    2. Let students speak more than the teacher

    Sometimes the teacher speaks for most of the lesson.

    For example:

    Teacher: “What did you do yesterday?”

    Teacher: “Did you go to school?”

    Teacher: “Did you play football?”

    The students only say:

    “Yes.”

    “No.”

    “Yes.”

    They are not speaking very much.

    Instead, give students a question and let them ask each other.

    For example:

    Student A: “What did you do yesterday?”

    Student B: “I went to school.”

    Student A: “What did you do after school?”

    Student B: “I played football.”

    Now both students speak.

    The teacher does not need to speak all the time.

    The teacher gives the work. The students do the speaking.

    3. Start with easy questions

    Do not start with difficult questions.

    For example:

    “What do you think about your future?”

    This can be very difficult for a beginner.

    The student has to think about the answer and the English at the same time.

    Start with easy questions.

    Easy questions

    “What is your name?”

    “Where do you live?”

    “How old are you?”

    “What do you like?”

    “What is your favourite food?”

    Then make the questions a little longer.

    “What do you do after school?”

    “What do you do at the weekend?”

    “What do you want to do in the future?”

    Students can slowly move from short answers to longer answers.

    4. Teach the words before asking students to speak

    Do not ask students to speak about a topic if they do not know the words.

    For example, before talking about food, write these words on the board:

    rice – chicken – fish – vegetables – noodles – soup – fruit – water

    Then teach some useful sentences:

    “I like rice.”

    “I like chicken.”

    “My favourite food is fish.”

    “I don’t like soup.”

    Now students have some words and sentences to use.

    A good order is:

    Words → example → practice → speaking

    This makes speaking much easier.

    5. Give students sentence examples

    Beginners often need help to make a sentence.

    Give them a sentence and let them change one part.

    Write:

    I like ______ because ______.

    Give some examples:

    “I like football because it is fun.”

    “I like English because it is interesting.”

    “I like music because it is nice.”

    Students can then make their own sentences.

    Another example:

    I usually ______ after school.

    “I usually play football after school.”

    “I usually go home after school.”

    “I usually help my mother after school.”

    Students do not have to make the whole sentence alone.

    They can use the example and change it.

    This gives them more confidence.

    6. Let students speak to a partner first

    A shy student may not want to speak in front of the whole class.

    But the student may be happy to speak to one friend.

    So use this order:

    Think → speak to a friend → speak to a small group → speak to the class

    For example, ask:

    “What do you do at the weekend?”

    First, give students some time to think.

    Then Student A asks Student B:

    “What do you do at the weekend?”

    Student B answers:

    “I play football.”

    Then they change roles.

    After this, ask a few students to tell the class about their partner.

    This is easier than asking one shy student to stand in front of everyone and speak.

    7. Give students a reason to ask questions

    Students speak more when they need an answer from another student.

    For example, Student A has this table:

    NameFavourite foodFavourite sport
    Rina?football
    Budinoodles?
    Siti?badminton

    Student A needs to ask another student.

    “What is Rina’s favourite food?”

    The other student has the answer.

    “Her favourite food is rice.”

    Then the students change roles.

    This is useful because students have a real reason to speak.

    They are not only saying sentences from the book.

    They are asking for information.

    8. Talk about things students know

    Students usually speak better when they know the subject.

    Good subjects are:

    • family
    • school
    • friends
    • food
    • sports
    • music
    • animals
    • their town
    • their village
    • daily life
    • weekends
    • holidays
    • things they like

    For example:

    “How many people are in your family?”

    “What is your favourite food?”

    “How do you go to school?”

    “What time do you get up?”

    “What do you do after school?”

    Students already know the answers.

    They only need the English.

    This is much easier than asking them to speak about a subject they do not know well.

    9. Use Indonesian when students need help

    The main goal is to use English.

    But sometimes students do not understand the teacher’s instructions.

    It is OK to use some Indonesian to explain the activity.

    For example:

    “Sekarang tanya temanmu. Ask your friend: What is your favourite food?”

    Then continue in English:

    “Now ask your friend.”

    Do not spend a long time speaking difficult English when students do not understand.

    A short explanation in Indonesian can help.

    Then go back to English.

    The important thing is that students get more time to speak English.

    10. Do not laugh at pronunciation mistakes

    Students can feel shy about their pronunciation.

    If a student says:

    “I like fotball.”

    Do not laugh.

    Do not make the student feel bad.

    Simply say:

    “Good. Football.”

    The student can repeat:

    “Football.”

    Teacher:

    “Very good.”

    The student learns the better pronunciation, but does not feel bad.

    Other students should also learn:

    We do not laugh when someone makes a mistake.

    11. Do not correct every mistake

    Students need to speak freely.

    If the teacher stops them after every mistake, they may become afraid to speak.

    For example, a student says:

    “Yesterday I go to school and I see my friend and we play football.”

    The teacher does not need to stop the student many times.

    The student is trying to tell a story.

    Later, the teacher can say:

    “Yesterday: I went to school.”

    The class can repeat:

    “I went to school.”

    The teacher should choose the most important mistakes.

    Do not correct everything.

    First, help students speak.

    Then help them speak better.

    12. Praise students when they try

    Do not praise only students with very good English.

    Praise students who try to speak.

    The teacher can say:

    “Good try!”

    “Well done!”

    “Good answer!”

    “Very good!”

    “Nice!”

    “Good question!”

    “Good speaking!”

    “You are getting better.”

    “Thank you for trying.”

    This is important.

    Students need to feel:

    “My teacher wants me to speak.”

    If students feel good when they speak, they will want to speak again.

    13. Give quiet students small successes

    Some students speak very easily.

    Other students need more time.

    Do not always choose the students with the best English.

    Give quiet students easy questions.

    For example:

    “What is your favourite colour?”

    The student says:

    “Blue.”

    Teacher:

    “Good!”

    Then ask:

    “Do you like football?”

    Student:

    “Yes, I do.”

    Teacher:

    “Very good!”

    Later, ask:

    “Who is your favourite football player?”

    The student slowly becomes more comfortable.

    Small successes can give students more confidence.

    14. Make mistakes a normal part of the lesson

    The teacher can tell students:

    “Today we can make mistakes.”

    Write on the board:

    MISTAKES ARE OK

    Then say:

    “If you make a mistake, try again.”

    You can make some simple class rules:

    Our English rules

    1. Try to speak English.
    2. Do not laugh at mistakes.
    3. Help your friends.
    4. Ask when you do not understand.
    5. Everybody speaks.

    These rules can help students feel safe.

    15. Use games that make students speak

    Games can make speaking more fun.

    But the game should give students a reason to speak English.

    For example:

    Find someone who…

    Write:

    • likes football
    • has a cat
    • likes spicy food
    • has a brother
    • rides a bicycle to school
    • likes English

    Students walk around the classroom.

    They ask:

    “Do you like football?”

    The other student says:

    “Yes, I do.”

    Then they ask another question:

    “Do you have a cat?”

    “No, I don’t.”

    Students speak to many classmates.

    The game is fun, but they are also practising English.

    16. Use short speaking activities

    Do not make one speaking activity too long.

    For beginners, five minutes of speaking can be very useful.

    For example:

    5 minutes – Greetings

    Students ask:

    “How are you?”

    5 minutes – Questions

    Students ask:

    “Where do you live?”

    10 minutes – Pair work

    Students ask:

    “What do you like?”

    10 minutes – Speaking game

    Students ask classmates questions.

    5 minutes – Class speaking

    Some students tell the class about their friend.

    Students get many chances to speak.

    17. Use the same English many times

    Beginners need to hear and use the same English many times.

    For example, teach:

    “What do you like?”

    “I like ______.”

    On one day, ask:

    “What food do you like?”

    Another day:

    “What sport do you like?”

    Another day:

    “What music do you like?”

    Another day:

    “What animals do you like?”

    The question is almost the same.

    Only the subject changes.

    This helps students remember the English.

    After some time, they can use the sentence more easily.

    18. Let students ask questions too

    Speaking should not always be:

    Teacher → Student

    It should also be:

    Student → Student

    For example:

    Student A:

    “What is your favourite food?”

    Student B:

    “My favourite food is fried rice.”

    Then Student B asks:

    “What is your favourite food?”

    Student A answers.

    Later, make it a little more difficult.

    Student A:

    “Why do you like it?”

    Student B:

    “Because it is delicious.”

    Now the students are having a short conversation.

    19. Give students time to think

    When you ask a beginner a question, do not expect an answer immediately.

    The student may need time.

    Wait for a few seconds.

    You can say:

    “Take your time.”

    “Think first.”

    “It is OK. Try.”

    If the student still cannot answer, give two choices.

    For example:

    “Do you like football or badminton?”

    The student can answer:

    “I like badminton.”

    This is easier.

    Later, ask the same student:

    “Why do you like badminton?”

    The student may now be able to give a longer answer.

    20. Help students make longer answers

    Do not expect a beginner to give a long answer immediately.

    Start with one word.

    Teacher:

    “What food do you like?”

    Student:

    “Noodles.”

    Then ask:

    “Why?”

    Student:

    “It is delicious.”

    Then ask:

    “When do you eat noodles?”

    Student:

    “I eat noodles for breakfast.”

    The student has moved from:

    one word → one sentence → several sentences

    This is a good way to help beginners speak more.

    21. The teacher’s behaviour is very important

    Students watch the teacher.

    If the teacher looks unhappy when students make mistakes, students may become afraid.

    If the teacher smiles and says:

    “Good try!”

    students learn that speaking is safe.

    The teacher should be:

    • patient
    • friendly
    • positive
    • clear

    The teacher should not make students feel that English is a test all the time.

    The classroom should be a place where students can:

    try English, make mistakes, learn, and try again.

    22. A simple speaking lesson

    A 45–60 minute lesson can look like this.

    1. Warm-up – 5 minutes

    Teacher:

    “Good morning! How are you?”

    Students ask and answer each other.

    2. New words – 10 minutes

    Teach 6–8 useful words.

    3. Sentence example – 5 minutes

    Write:

    I like ______ because ______.

    Give some examples.

    4. Pair work – 10 minutes

    Students ask and answer questions.

    5. Speaking game – 10 minutes

    Students speak to different classmates.

    6. Class speaking – 5 minutes

    Some students tell the class something about their partner.

    7. Finish the lesson – 5 minutes

    The teacher says:

    “Today you spoke English very well.”

    “You made some mistakes, but you tried.”

    “Good work today.”

    “Next lesson, we will speak more.”

    Students should leave the classroom with a good feeling.

    They should think:

    “I can speak some English.”

    That feeling is very important.

    The most important idea for the teacher

    Do not wait until students have very good English before asking them to speak.

    They learn to speak by speaking.

    Give them many small chances:

    easy question → short answer → praise → another question → pair work → more practice → longer answer

    A student may first answer:

    “Yes.”

    Later, the same student may say:

    “Yes, I do. I like football because it is fun.”

    That is good progress.

    The teacher does not need to make every lesson difficult.

    The teacher needs to make students want to try.

    Remember:

    Make it easy.

    Let them try.

    Do not laugh at mistakes.

    Help them when they need it.

    Praise their effort.

    Let them speak again.

    Give every student a chance.

    When students feel safe and successful, they will slowly speak more English.

  • 🧕🏻☀️Past perfect simple – how to……….. (text, grammar, soundfiles, *MAN Solok City*)☀️🧕🏻

    How to form the Past perfect simple

    The past perfect simple is easy to form:

    subject + had + past participle

    The word had is the same for all persons.

    With a regular verb: work

    SubjectPast perfect
    Ihad worked
    youhad worked
    hehad worked
    shehad worked
    ithad worked
    wehad worked
    youhad worked
    theyhad worked

    There is no change in had.

    With an irregular verb: go

    SubjectPast perfect
    Ihad gone
    youhad gone
    hehad gone
    shehad gone
    ithad gone
    wehad gone
    youhad gone
    theyhad gone

    The important point is that the main verb changes to its past participle:

    go → went → gone
    leave → left → left
    eat → ate → eaten
    see → saw → seen

    The verb to be

    The past participle of be is been.

    So:

    SubjectPast perfect
    Ihad been
    youhad been
    hehad been
    shehad been
    ithad been
    wehad been
    youhad been
    theyhad been

    Examples:

    I had been tired.
    She had been at home.
    They had been late.

    The verb to have

    The past participle of have is had.

    So the past perfect is:

    had + had

    SubjectPast perfect
    Ihad had
    youhad had
    hehad had
    shehad had
    ithad had
    wehad had
    youhad had
    theyhad had

    Examples:

    I had had breakfast before I left.
    She had had a shower before she went to work.
    They had had dinner before the film started.

    It looks strange, but had had is completely correct.

    The simple formula

    I / you / he / she / it / we / they + HAD + past participle

    I had gone
    She had eaten
    We had seen
    They had been
    He had had

    ####################

    1. The Missed Bus

    A very clear introduction to the past perfect

    Peter arrived at the bus stop at 8:30. There was no bus there.

    He looked at the timetable and understood what had happened. The bus had left at 8:15. Peter had arrived too late.

    He called his friend. His friend had already gone to work. Peter waited for the next bus and finally arrived at work at 9:30.

    2. The Lost Wallet

    An everyday situation with a clear past sequence

    Tom went to the market. When he wanted to pay, he could not find his wallet.

    He tried to remember where he had put it. Then he remembered that he had left it on the kitchen table.

    He went home, but his wife had already taken it because she had found it earlier.

    3. The Birthday Surprise

    Several past-perfect actions in one situation

    Anna came home from work. The house was dark and quiet. She opened the door and saw her family waiting for her.

    They had bought a cake. They had prepared dinner. They had put presents on the table. They had invited some friends.

    Anna was surprised because she had thought that everyone had forgotten her birthday.

    4. The Picnic

    A different situation with simple past-perfect examples

    Sarah and her friends went to a park for a picnic. When they arrived, the grass was wet and the sky was dark.

    It had rained during the night. Sarah had prepared sandwiches, and Mark had brought some drinks. But they had forgotten to bring a blanket.

    They found a dry place under a tree and had their picnic there.

    5. The Empty House

    More past perfect, but still simple

    David came home in the evening. The house was empty. His family was not there.

    He looked in the kitchen. His wife had left a note on the table. She had taken the children to the park.

    David read the note. He realized that he had forgotten about the family trip to the park.

    He walked to the park and found them.

    6. The Hotel Room

    A useful story for hospitality learners

    A guest arrived at a hotel. His room was not ready. The receptionist explained what had happened before he arrived.

    The housekeeper had forgotten to clean the room. The technician had already repaired the air conditioner. Another guest had used the room earlier. The receptionist had given the room to the wrong guest.

    How the Past Perfect Simple works

    The past perfect simple tells us that something happened before another event in the past.

    Think of it as:

    Earlier past → Later past

    The bus had left → Peter arrived.

    The bus left first. Peter arrived later.

    So:

    When Peter arrived, the bus had left.

    Another example:

    Anna came home. Her family had prepared dinner.

    First: The family prepared dinner.
    Second: Anna came home.


    The important difference

    Past simple: something happened in the past.

    The bus left at 8:15.

    Past perfect: something had happened before another past event.

    Peter arrived at 8:30. The bus had left at 8:15.

    Easy rule for A2 learners

    Past perfect = the earlier past.
    Past simple = the later past.

    had + past participle → earlier
    past simple → later

    #################

    1. Which happened first?

    Read each pair. Decide which action happened first. Write full sentence.

    1. The bus left. Peter arrived at the bus stop.
    2. Anna came home. Her family prepared dinner.
    3. Tom went to the market. He left his wallet at home.
    4. Sarah arrived at the park. It rained during the night.
    5. David read the note. His wife left the house.
    6. The film started. We arrived at the cinema.
    7. Mary went to bed. She finished her homework.
    8. John opened the fridge. His brother ate the last sandwich.
    9. Lisa called her friend. Her friend went to work.
    10. The shop closed. We arrived at the shop.
    11. Mark took a shower. He got up.
    12. The guests arrived. The hotel staff prepared the rooms.
    13. Jane bought a new phone. She lost her old phone.
    14. The teacher entered the classroom. The students sat down.
    15. Paul went to the airport. He packed his suitcase.

    ________________________

    Correct answer:

    1. The bus left before Peter arrived at the bus stop.
    2. Anna’s family prepared dinner before Anna came home.
    3. Tom left his wallet at home before he went to the market.
    4. It rained during the night before Sarah arrived at the park.
    5. David’s wife left the house before David read the note.
    6. The film started before we arrived at the cinema.
    7. Mary finished her homework before she went to bed.
    8. John’s brother ate the last sandwich before John opened the fridge.
    9. Lisa’s friend went to work before Lisa called her.
    10. The shop closed before we arrived at the shop.
    11. Mark got up before he took a shower.
    12. The hotel staff prepared the rooms before the guests arrived.
    13. Jane lost her old phone before she bought a new phone.
    14. The students sat down before the teacher entered the classroom.
    15. Paul packed his suitcase before he went to the airport.

    #################

    2. Match the events

    Match the earlier event (1–15) with the later event (A–O).

    1. The bus had left.
    2. Anna’s family had prepared dinner.
    3. Tom had left his wallet at home.
    4. It had rained during the night.
    5. David’s wife had left the house.
    6. The film had started.
    7. Mary had finished her homework.
    8. John’s brother had eaten the last sandwich.
    9. Lisa’s friend had gone to work.
    10. The shop had closed.
    11. Mark had got up.
    12. The hotel staff had prepared the rooms.
    13. Jane had lost her old phone.
    14. The students had sat down.
    15. Paul had packed his suitcase.

    A. The guests arrived.
    B. Jane bought a new phone.
    C. John opened the fridge.
    D. Lisa called her friend.
    E. David read the note.
    F. Peter arrived at the bus stop.
    G. Paul went to the airport.
    H. We arrived at the cinema.
    I. Sarah arrived at the park.
    J. Mary went to bed.
    K. The hotel guests arrived.
    L. Mark took a shower.
    M. The teacher entered the classroom.
    N. Tom went to the market.
    O. We arrived at the shop.

    ___________________________

    Correct answers:

    1. The bus had left. Peter arrived at the bus stop.
    2. Anna’s family had prepared dinner. Anna came home.
    3. Tom had left his wallet at home. He went to the market.
    4. It had rained during the night. Sarah arrived at the park.
    5. David’s wife had left the house. David read the note.
    6. The film had started. We arrived at the cinema.
    7. Mary had finished her homework. She went to bed.
    8. John’s brother had eaten the last sandwich. John opened the fridge.
    9. Lisa’s friend had gone to work. Lisa called her friend.
    10. The shop had closed. We arrived at the shop.
    11. Mark had got up. He took a shower.
    12. The hotel staff had prepared the rooms. The guests arrived.
    13. Jane had lost her old phone. She bought a new phone.
    14. The students had sat down. The teacher entered the classroom.
    15. Paul had packed his suitcase. He went to the airport.

    #################

    3. Complete with had + verb

    Use the verb in brackets.

    1. When Peter arrived, the bus ________ already ________. (leave)
    2. Anna’s family ________ dinner before she came home. (prepare)
    3. Tom ________ his wallet at home before he went to the market. (leave)
    4. The grass was wet because it ________ during the night. (rain)
    5. David’s wife ________ a note before she left. (write)
    6. When we arrived, the film ________ already ________. (start)
    7. Mary went to bed after she ________ her homework. (finish)
    8. John was hungry because his brother ________ the last sandwich. (eat)
    9. Lisa called her friend, but her friend ________ already ________ to work. (go)
    10. We could not enter because the shop ________ already ________. (close)
    11. Mark took a shower after he ________ up. (get)
    12. The guests arrived after the hotel staff ________ the rooms. (prepare)
    13. Jane bought a new phone because she ________ her old one. (lose)
    14. When the teacher entered, the students ________ down. (sit)
    15. Paul went to the airport after he ________ his suitcase. (pack)

    ———————————-

    Correct version:

    1. When Peter arrived, the bus had already left. (leave)
    2. Anna’s family had prepared dinner before she came home. (prepare)
    3. Tom had left his wallet at home before he went to the market. (leave)
    4. The grass was wet because it had rained during the night. (rain)
    5. David’s wife had written a note before she left. (write)
    6. When we arrived, the film had already started. (start)
    7. Mary went to bed after she had finished her homework. (finish)
    8. John was hungry because his brother had eaten the last sandwich. (eat)
    9. Lisa called her friend, but her friend had already gone to work. (go)
    10. We could not enter because the shop had already closed. (close)
    11. Mark took a shower after he had got up. (get)
    12. The guests arrived after the hotel staff had prepared the rooms. (prepare)
    13. Jane bought a new phone because she had lost her old one. (lose)
    14. When the teacher entered, the students had sat down. (sit)
    15. Paul went to the airport after he had packed his suitcase. (pack)

    ##################

    4. Past simple or past perfect?

    Choose the correct form.

    1. Peter arrived / had arrived at the bus stop at 8:30. The bus left / had left at 8:15.
    2. Anna came / had come home after her family prepared / had prepared dinner.
    3. Tom went / had gone to the market after he left / had left his wallet at home.
    4. Sarah arrived / had arrived at the park after it rained / had rained during the night.
    5. David read / had read the note after his wife left / had left the house.
    6. We arrived / had arrived at the cinema after the film started / had started.
    7. Mary went / had gone to bed after she finished / had finished her homework.
    8. John opened / had opened the fridge after his brother ate / had eaten the last sandwich.
    9. Lisa called / had called her friend after her friend went / had gone to work.
    10. We arrived / had arrived at the shop after it closed / had closed.
    11. Mark took / had taken a shower after he got / had got up.
    12. The guests arrived / had arrived after the hotel staff prepared / had prepared the rooms.
    13. Jane bought / had bought a new phone after she lost / had lost her old phone.
    14. The teacher entered / had entered the classroom after the students sat / had sat down.
    15. Paul went / had gone to the airport after he packed / had packed his suitcase.

    ___________________________

    Correct version:

    1. Peter arrived at the bus stop at 8:30. The bus had left at 8:15.
    2. Anna came home after her family had prepared dinner.
    3. Tom went to the market after he had left his wallet at home.
    4. Sarah arrived at the park after it had rained during the night.
    5. David read the note after his wife had left the house.
    6. We arrived at the cinema after the film had started.
    7. Mary went to bed after she had finished her homework.
    8. John opened the fridge after his brother had eaten the last sandwich.
    9. Lisa called her friend after her friend had gone to work.
    10. We arrived at the shop after it had closed.
    11. Mark took a shower after he had got up.
    12. The guests arrived after the hotel staff had prepared the rooms.
    13. Jane bought a new phone after she had lost her old phone.
    14. The teacher entered the classroom after the students had sat down.
    15. Paul went to the airport after he had packed his suitcase.

    #################

    #################

    Please use the box below
    to write your feedback.
    Only I can read it.
    It is not public.

    Please tell me:

    • Are the texts and exercises OK?
    • Are the topics OK?
    • Is the level OK?
    • Is it too easy or too difficult?
    • Do you want texts about other topics?

    Thank you! I appreciate your feedback.

    ##################

    ##################

    ##################

    Remember how babies
    learn a language:

    Babies learn a language by listening.
    They use their ears to hear sounds.
    Their brain remembers these sounds.
    Babies connect sounds with people and things.
    They listen to their parents.
    Then they copy the sounds they hear. They imitate words.
    Slowly, babies learn to speak.

    So,
    LISTEN, LISTEN, LISTEN, LISTEN……………


    SMFrockZ@gmx.at

  • 🧕🏻☀️Pacu Jawi – A traditional cow race (text, exercises, soundfiles, grammar, past simple, A2, *MAN Solok City*)☀️🧕🏻

    • two cows, one muddy field, and a very special tradition from West Sumatra

    More about the basics of past simple => link

    ___________________

    Past Simple – Regular Verbs

    Rules:

    • Most verbs: add -ed
      play → played
    • Verbs ending in -e: add -d
      live → lived
    • Verbs ending in consonant + y: change y to i and add -ed
      study → studied
    • Short verbs ending in vowel + consonant: double the final consonant and add -ed
      stop → stopped
    • List of irregular verbs => LINK

    Use:
    The past simple is used to talk about finished actions in the past.

    ##################

    Yesterday, I went to a Pacu Jawi event in West Sumatra. The event took place in a rice field. The farmers had finished the rice harvest, so the field was wet and full of mud and water.

    Many people came to watch the event. They stood beside the field and waited for the cows. Some people took photos and videos.

    Then two cows came into the field. They ran together through the mud. A jockey stood behind them on a small wooden plough. He held the cows‘ tails and tried to control them.

    The cows pulled the plough through the wet field. Sometimes they ran very fast. The jockey moved with them and tried to stay on the plough. He got very wet and dirty.

    The cows did not always run straight. Sometimes they moved to the side. The jockey tried to make them go forward. He held their tails and pulled them in the right direction.

    Sometimes the jockey bit one of the cows‘ tails. This helped him control the cow. It looked very unusual, and many people watched carefully.

    The race was very exciting. The cows ran through the water and mud, and mud flew into the air. The people shouted and cheered. The jockeys worked hard to keep the cows going straight.

    At the end of each race, the cows and jockeys left the field. More cows waited for their turn.

    I watched several races yesterday. I saw fast cows, wet jockeys, and a lot of mud. I also saw many happy people around the field. It was a very exciting afternoon.

    All the best,

    Sari

    ___________________________

    InfinitivePast SimpleA1 explanation
    bewas / wereto exist or to be in a place or situation
    gowentto move to another place
    taketookto get something and carry it with you
    finishfinishedto stop doing something because it is complete
    havehadto own or to get something
    standstoodto be on your feet
    waitwaitedto stay in a place until something happens
    comecameto move to a place where someone is
    runranto move quickly on your feet
    holdheldto keep something in your hand
    trytriedto do something to see if you can do it
    controlcontrolledto make someone or something do what you want
    pullpulledto move something towards you
    movemovedto go from one place to another
    staystayedto remain in one place
    getgotto receive or become something
    dodidto perform an action or activity
    makemadeto cause something to happen
    bitebitto use your teeth on something
    helphelpedto make something easier for someone
    looklookedto use your eyes to see something
    watchwatchedto look at something for some time
    flyflewto move through the air
    shoutshoutedto speak very loudly
    cheercheeredto shout because you are happy or excited
    workworkedto do a job or activity
    keepkeptto continue doing something
    leaveleftto go away from a place
    seesawto notice something with your eyes

    ________________________

    Vocabulary:

    Word / phraseA1 explanation
    muddyfull of wet mud
    an eventsomething that happens at a special time
    a harvestthe time when farmers collect their crops
    mudwet, soft earth
    a jockeya person who rides or controls an animal in a race
    a plougha tool that farmers use to work the soil
    a cow’s tailthe long part at the back of a cow
    to be unusualto be different or not normal
    carefullyin a way that is safe and with attention
    to be excitingto make you feel very interested and happy
    to go straightto move forward, not to the side
    to wait for one’s turnto wait until it is your time to do something
    several racesmore than two races
    to be excitingto make you feel very interested and happy

    #####################

    Match definition and verb:

    1. to keep something in your hand
    2. to go away from a place
    3. to speak very loudly
    4. to continue doing something
    5. to notice something with your eyes
    6. to remain in one place
    7. to make something easier for someone
    8. to use your teeth on something
    9. to move from one place to another
    10. to receive or become something
    11. to perform an action or activity
    12. to move quickly on your feet
    13. to make someone or something do what you want
    14. to look at something for some time
    15. to move to another place

    A. stay
    B. bite
    C. run
    D. see
    E. shout
    F. get
    G. go
    H. keep
    I. help
    J. do
    K. move
    L. hold
    M. leave
    N. control
    O. watch

    _________________________

    Match the verb with the definition

    Verbs

    A. pull
    B. see
    C. work
    D. come
    E. try
    F. fly
    G. hold
    H. get
    I. watch
    J. be
    K. leave
    L. help
    M. bite
    N. run
    O. keep
    P. move
    Q. shout
    R. have
    S. take
    T. stand


    Definitions

    1. to move quickly on your feet
    2. to keep something in your hand
    3. to speak very loudly
    4. to move something towards you
    5. to notice something with your eyes
    6. to remain in one place
    7. to receive or become something
    8. to use your teeth on something
    9. to look at something for some time
    10. to go away from a place
    11. to make something easier for someone
    12. to move from one place to another
    13. to be on your feet
    14. to move through the air
    15. to perform an action or activity
    16. to move to a place where someone is
    17. to do a job or activity
    18. to do something to see if you can do it
    19. to continue doing something
    20. to exist or to be in a place or situation

    ______________________

    Answer key:
    1–N, 2–G, 3–Q, 4–A, 5–B, 6–O,
    7–H, 8–M, 9–I, 10–K, 11–L, 12–P, 13–T,
    14–F, 15–R, 16–D, 17–C, 18–E, 19–O, 20–J

    ################

    Fill in, words below:

    jockey – cheered – finished – bit – watch – races – took – cows –
    tails – turn – plough – mud – flew – yesterday –
    carefully – field – rice – wet –
    forward – full of

    1. Sari went to a cow racing event _____.
    2. The event took place in a _____ field.
    3. The farmers had _____ the rice harvest.
    4. The field was wet and _____ mud and water.
    5. Many people came to ____ the event.
    6. Some people _____ photos and videos.
    7. Two cows came into the_____.
    8. The cows ran together through the _____
    9. A _____ stood behind the cows.
    10. He held the cows‘ _____.
    11. The cows pulled the _____ through the wet field.
    12. The jockey got very _____ and dirty.
    13. Sometimes the _____went to the side.
    14. The jockey tried to make them go _____.
    15. Sometimes the jockey _____ one of the cows‘ tails.
    16. Many people watched _____.
    17. Mud _____ into the air.
    18. The people shouted and _____.
    19. More cows waited for their_____.
    20. Sari saw several _____ yesterday.

    ______________________

    Correct version:

    Sari went to a cow racing event yesterday.

    The event took place in a rice field.

    The farmers had finished the rice harvest.

    The field was wet and full of mud and water.

    Many people came to watch the event.

    Some people took photos and videos.

    Two cows came into the field.

    The cows ran together through the mud.

    A jockey stood behind the cows.

    He held the cows‘ tails.

    The cows pulled the plough through the wet field.

    The jockey got very wet and dirty.

    Sometimes the cows went to the side.

    The jockey tried to make them go forward.

    Sometimes the jockey bit one of the cows‘ tails.

    Many people watched carefully.

    Mud flew into the air.

    The people shouted and cheered.

    More cows waited for their turn.

    Sari saw several races yesterday.

    #################

    Full in the correct form of the verb in past simple:

    Yesterday, Sari _____ (go) to a cow race event in West Sumatra. The event _____ (be) in a wet rice field. The farmers _____ (finish) the rice harvest, so the field _____ (be) full of mud and water.

    Many people _____ (come) to watch. Some people _____ (take) photos and videos. Then two cows _____ (come) into the field. They _____ (run) through the mud and _____ (pull) a small wooden plough. A jockey _____ (stand) behind them and _____ (hold) their tails.

    The cows _____ (do) not always _____ (go) straight. Sometimes they _____ (go) to the side. The jockey _____ (try) to make them _____ (go) forward. He _____ (get) very wet and dirty. Sometimes he _____ (bite) one cow’s tail to _____ (help) control it.

    The race _____ (be) very exciting. The cows _____ (run) through the mud and water, and mud _____ (fly) into the air. The people _____ (shout) and _____ (cheer). After each race, the cows and jockeys _____ (leave) the field. More cows _____ (wait) for their turn.

    Sari _____ (see) several races. She _____ (see) fast cows, wet jockeys, and a lot of mud. She also _____ (see) many happy people. It _____ (be) an exciting afternoon.

    ———————————————

    Correct version:

    Yesterday, Sari went to a cow race event in West Sumatra. The event was in a wet rice field. The farmers had finished the rice harvest, so the field was full of mud and water.

    Many people came to watch. Some people took photos and videos. Then two cows came into the field. They ran through the mud and pulled a small wooden plough. A jockey stood behind them and held their tails.

    The cows did not always go straight. Sometimes they went to the side. The jockey tried to make them go forward. He got very wet and dirty. Sometimes he bit one cow’s tail to help control it.

    The race was very exciting. The cows ran through the mud and water, and mud flew into the air. The people shouted and cheered. After each race, the cows and jockeys left the field. More cows waited for their turn.

    Sari saw several races. She saw fast cows, wet jockeys, and a lot of mud. She also saw many happy people. It was an exciting afternoon.

    #####################

    Short answers in past simple:

    QuestionShort Answer (Yes/Positive)Short Answer (No/Negative)
    Did she check reservations?Yes, she did.No, she didn’t.
    Did she give keys to guests?Yes, she did.No, she didn’t.
    Did she talk to many guests?Yes, she did.No, she didn’t.
    Was she happy?Yes, she was.No, she wasn’t.
    Were the guests satisfied?Yes, they were.No, they weren’t.


    ####################

    Give short answers:

    Did Sari go to a Pacu Jawi event yesterday?

    YOU WRITE:
    Yes, she did.

    Was the jockey behind the cows?

    Did the cows walk slowly through the mud?

    Were there two cows in the field?

    Did some people take photos and videos?

    Was the race boring?

    Did the jockey get very wet and dirty?

    Were many people at the event?

    Did the jockey hold the cows‘ legs?

    Was the event in a dry rice field?

    Did the cows run through the mud?

    Were the cows always going straight?

    Did Sari see only one race?

    Was the field full of sand and water?

    Did the jockey hold the cows‘ tails?

    Were there three cows in the field?

    Did Sari go to a Pacu Jawi event in North Sumatra?

    Was the jockey in front of the cows?

    Did the jockey stay clean and dry?

    Did the cows always go straight?

    _____________________________

    Correct answers:

    Did Sari go to a Pacu Jawi event yesterday? — Yes, she did.
    Was the jockey behind the cows? — Yes, he was.
    Did the cows walk slowly through the mud? — No, they didn’t.
    Were there two cows in the field? — Yes, there were.
    Did some people take photos and videos? — Yes, they did.
    Was the race boring? — No, it wasn’t.
    Did the jockey get very wet and dirty? — Yes, he did.
    Were many people at the event? — Yes, there were.
    Did the jockey hold the cows‘ legs? — No, he didn’t.
    Was the event in a dry rice field? — No, it wasn’t.
    Did the cows run through the mud? — Yes, they did.
    Were the cows always going straight? — No, they weren’t.
    Did Sari see only one race? — No, she didn’t.
    Was the field full of sand and water? — No, it wasn’t.
    Did the jockey hold the cows‘ tails? — Yes, he did.
    Were there three cows in the field? — No, there weren’t.
    Did Sari go to a Pacu Jawi event in North Sumatra? — No, she didn’t.
    Was the jockey in front of the cows? — No, he wasn’t.
    Did the jockey stay clean and dry? — No, he didn’t.
    Did the cows always go straight? — No, they didn’t.

    #####################

    Answer as shown:

    1. Sari went to the Pacu Jawi event two days ago.

      YOU WRITE:
      No, she didn’t. She went to the Pacu Jawi event yesterday.
    2. The event took place in a dry rice field.
    3. The farmers had not finished the rice harvest.
    4. Only a few people came to watch the event.
    5. The cows walked slowly through the field.
    6. The jockey stood in front of the cows.
    7. The jockey stayed clean and dry.
    8. The cows always went straight.
    9. The people were quiet during the race.
    10. Sari saw only one race.

    _____________________________

    Correct version:

    Sari went to the Pacu Jawi event two days ago. No, she didn’t. She went to the Pacu Jawi event yesterday.

    The event took place in a dry rice field. No, it didn’t. It took place in a wet rice field.

    The farmers had not finished the rice harvest. No, they hadn’t. They had finished the rice harvest.

    Only a few people came to watch the event. No, they didn’t. Many people came to watch the event.

    The cows walked slowly through the field. No, they didn’t. They ran through the field.

    The jockey stood in front of the cows. No, he didn’t. He stood behind the cows.

    The jockey stayed clean and dry. No, he didn’t. He got very wet and dirty.

    The cows always went straight. No, they didn’t. Sometimes they went to the side.

    The people were quiet during the race. No, they weren’t. They shouted and cheered.

    Sari saw only one race. No, she didn’t. She saw several races.

    #####################

    Match the questions and answers

    Questions

    1. Where did you go yesterday?
    2. Where was the event?
    3. Why was the field full of mud and water?
    4. Were many people there?
    5. What did some people do?
    6. What happened then?
    7. How did the cows move?
    8. Where did the jockey stand?
    9. What did he hold?
    10. Did the cows always go straight?
    11. What did the jockey try to do?
    12. Did he get wet and dirty?
    13. What did he sometimes bite?
    14. Was the race exciting?


    Answers

    A. He held the cows‘ tails.
    B. Yes, he became very wet and dirty.
    C. They took photos and videos.
    D. No, sometimes they moved to the side.
    E. It took place in a wet rice field.
    F. He sometimes bit one cow’s tail.
    G. Two cows came into the field.
    H. Yes, it was very exciting.
    I. They ran through the mud and pulled a small wooden plough.
    J. I travelled to a Pacu Jawi event in West Sumatra.
    K. The farmers had finished the rice harvest.
    L. He tried to make them go forward.
    M. Yes, many people came to watch the event.
    N. He stood behind the cows.

    _____________________________

    Answer key:
    1–J, 2–E, 3–K, 4–M, 5–C, 6–G,
    7–I, 8–N, 9–A, 10–D, 11–L,
    12–B, 13–F, 14–H

    _____________________________
    Correct dialogue:

    Interviewer: Where did you go yesterday?
    Sari: I travelled to a Pacu Jawi event in West Sumatra.

    Interviewer: Where was the event?
    Sari: It took place in a wet rice field.

    Interviewer: Why was the field full of mud and water?
    Sari: The farmers had finished the rice harvest.

    Interviewer: Were many people there?
    Sari: Yes, many people came to watch the event.

    Interviewer: What did some people do?
    Sari: They took photos and videos.

    Interviewer: What happened then?
    Sari: Two cows came into the field.

    Interviewer: How did the cows move?
    Sari: They ran through the mud and pulled a small wooden plough.

    Interviewer: Where did the jockey stand?
    Sari: He stood behind the cows.

    Interviewer: What did he hold?
    Sari: He held the cows‘ tails.

    Interviewer: Did the cows always go straight?
    Sari: No, sometimes they moved to the side.

    Interviewer: What did the jockey try to do?
    Sari: He tried to make them go forward.

    Interviewer: Did he get wet and dirty?
    Sari: Yes, he became very wet and dirty.

    Interviewer: What did he sometimes bite?
    Sari: He sometimes bit one cow’s tail.

    #####################

    Basics in past simple:

    Personal PronounVerb (Past)Object
    Iateapples
    Youateapples
    Heateapples
    Sheateapples
    Itateapples
    Weateapples
    You (plural)ateapples
    Theyateapples
    Iplayedfootball
    Youplayedfootball
    Heplayedfootball
    Sheplayedfootball
    Itplayedfootball
    Weplayedfootball
    You (plural)playedfootball
    Theyplayedfootball
    Personal PronounVerb (Past Negative)Object
    Idid not eatapples
    Youdid not eatapples
    Hedid not eatapples
    Shedid not eatapples
    Itdid not eatapples
    Wedid not eatapples
    You (plural)did not eatapples
    Theydid not eatapples
    Idid not playfootball
    Youdid not playfootball
    Hedid not playfootball
    Shedid not playfootball
    Itdid not playfootball
    Wedid not playfootball
    You (plural)did not playfootball
    Theydid not playfootball
    Did + PronounVerbObject
    Did Ieatapples?
    Did youeatapples?
    Did heeatapples?
    Did sheeatapples?
    Did iteatapples?
    Did weeatapples?
    Did youeatapples?
    Did theyeatapples?
    Did Iplayfootball?
    Did youplayfootball?
    Did heplayfootball?
    Did sheplayfootball?
    Did itplayfootball?
    Did weplayfootball?
    Did youplayfootball?
    Did theyplayfootball?
    Didn’t + PronounVerbObject
    Didn’t Ieatapples?
    Didn’t youeatapples?
    Didn’t heeatapples?
    Didn’t sheeatapples?
    Didn’t iteatapples?
    Didn’t weeatapples?
    Didn’t youeatapples?
    Didn’t theyeatapples?
    Didn’t Iplayfootball?
    Didn’t youplayfootball?
    Didn’t heplayfootball?
    Didn’t sheplayfootball?
    Didn’t itplayfootball?
    Didn’t weplayfootball?
    Didn’t youplayfootball?
    Didn’t theyplayfootball?

    ##################

    Past simple forms of ‚to be‘:

    PersonPast
    Iwas
    Youwere
    He/She/Itwas
    Wewere
    You (pl)were
    Theywere
    PersonQuestion
    IWas I …?
    YouWere you …?
    He/She/ItWas he/she/it …?
    WeWere we …?
    You (pl)Were you …?
    TheyWere they …?
    PersonNegative
    II was not (I wasn’t)
    YouYou were not (You weren’t)
    He/She/ItHe/She/It was not (He/She/It wasn’t)
    WeWe were not (We weren’t)
    You (pl)You were not (You weren’t)
    TheyThey were not (They weren’t)
    PersonNegative Question
    IWasn’t I …?
    YouWeren’t you …?
    He/She/ItWasn’t he/she/it …?
    WeWeren’t we …?
    You (pl)Weren’t you …?
    TheyWeren’t they …?

    ##################

    A Day at a Pacu Jawi Event (A2+/B1)

    Yesterday, I went to a Pacu Jawi, or traditional cow racing event, in West Sumatra. It took place in a rice field after the farmers had finished the rice harvest. The field was still wet, with large areas covered in mud and water.

    A large crowd had gathered around the field. People stood along the sides, waiting for the next race to begin. Many visitors had their phones ready because they wanted to take photos and videos of the action.

    Then two cows entered the field and started running through the mud. Behind them, a jockey stood on a small wooden plough. He held the cows‘ tails and used them to guide the animals while they pulled the plough through the wet field.

    At times, the cows ran surprisingly fast. The jockey had to move with them and keep his balance on the plough. Before long, he was completely wet and covered in mud.

    The cows did not always follow a straight line. Sometimes they moved towards the side of the field, and the jockey had to work hard to guide them back in the right direction. He held their tails and pulled them to encourage them to keep moving forward.

    In some races, the jockey even bit one of the cows‘ tails. This helped him control the animal and keep it moving. It looked very unusual to me, and the spectators watched closely whenever it happened.

    The races were exciting from beginning to end. The cows rushed through the muddy water, sending mud into the air. People shouted, laughed and cheered as the jockeys tried to keep the animals moving in the right direction.

    After each race, the cows and jockeys left the field, while another pair of cows waited for their turn.

    I watched several races during the afternoon. I saw incredibly fast cows, jockeys covered in mud and water, and a large crowd enjoying the event. It was a very unusual experience, and I was happy that I had the chance to see it.

    All the best,

    Sari

    ##################

    ##################

    Please use the box below
    to write your feedback.
    Only I can read it.
    It is not public.

    Please tell me:

    • Are the texts and exercises OK?
    • Are the topics OK?
    • Is the level OK?
    • Is it too easy or too difficult?
    • Do you want texts about other topics?

    Thank you! I appreciate your feedback.

    ##################

    ##################

    ##################

    Remember how babies
    learn a language:

    Babies learn a language by listening.
    They use their ears to hear sounds.
    Their brain remembers these sounds.
    Babies connect sounds with people and things.
    They listen to their parents.
    Then they copy the sounds they hear. They imitate words.
    Slowly, babies learn to speak.

    So,
    LISTEN, LISTEN, LISTEN, LISTEN……………

    SMFrockZ@gmx.at

  • 🥳🫶🥳🫶Lesson 2 — colours and classroom objects (A1, very beginners)

    For the second lesson, build directly on Lesson 1 rather than introduce too much new English. The children already know hello, names, how are you, numbers, stand up, sit down, look, listen.


    A very good next topic is:

    Length: 45–60 minutes
    Level: Beginner / A1
    Main goal: Children can name simple colours and ask/answer “What is this?”

    New words

    Colours:

    • red
    • blue
    • green
    • yellow
    • black
    • white

    Objects:

    • book
    • pen
    • pencil
    • bag
    • chair
    • table

    New sentences:

    What is this?
    It is a book.
    What colour is it?
    It is red.

    1. Hello Review — 5 minutes

    Start exactly like Lesson 1.

    Teacher: Hello!
    Children: Hello!

    Teacher: Good morning!
    Children: Good morning!

    Teacher: How are you?
    Children: I am fine.

    Then ask 3–4 children:

    “What is your name?”

    They answer:

    “My name is …”

    This gives the children confidence because they already know the language.

    2. Introduce Colours — 10 minutes

    The teacher needs six coloured objects, pictures, or pieces of paper.

    Hold up something red.

    Teacher: Red.

    Children:

    Red!

    Hold up blue.

    Teacher: Blue.

    Children:

    Blue!

    Continue:

    red
    blue
    green
    yellow
    black
    white

    Game: Touch the Colour

    Put the colours around the classroom.

    Teacher:

    “Touch red!”

    Children run/walk to something red.

    Then:

    “Touch blue!”

    This is excellent for beginner children because they hear → understand → act.

    3. Colour Game — 5 minutes

    The teacher holds up a colour.

    Children shout the colour.

    Then make it more difficult.

    Teacher holds up red but says:

    “Blue!”

    Children should not repeat the teacher. They should say:

    “Red!”

    This can become very funny.

    4. Introduce Classroom Objects — 10 minutes

    Use real objects whenever possible.

    Hold up a book.

    Teacher: Book.

    Children:

    Book!

    Hold up a pencil.

    Pencil!

    Then:

    pen
    bag
    chair
    table

    Don’t teach all the words at once. Repeat them several times.

    Then ask:

    “What is this?”

    Children:

    “A book.”

    For very weak beginners, initially accept:

    “Book!”

    Then gradually model:

    “It is a book.”

    5. Dialogue — What Is This?

    Teacher and child:

    Teacher: Hello!
    Child: Hello!

    Teacher: What is this?
    Child: It is a book.

    Teacher: What colour is it?
    Child: It is red.

    Teacher: Very good!

    Then change the object.

    Teacher: What is this?
    Child: It is a pencil.

    Teacher: What colour is it?
    Child: It is yellow.

    6. Pair Work — 10 minutes

    Give each pair two or three objects.

    Student A asks:

    “What is this?”

    Student B answers:

    “It is a book.”

    Student A asks:

    “What colour is it?”

    Student B:

    “It is blue.”

    Then change roles.

    Simple dialogue card

    A: What is this?
    B: It is a __________.

    A: What colour is it?
    B: It is __________.

    7. Exercise — Match

    Match the words.

    1. red
    2. blue
    3. green
    4. yellow
    5. black
    6. white

    a. 🟩
    b. ⬛
    c. 🟨
    d. 🟥
    e. ⬜
    f. 🟦

    8. Exercise — Complete

    Use:

    book / red / pencil / blue / bag

    1. It is a __________.
    2. It is __________.
    3. It is a __________.
    4. It is __________.
    5. It is a __________.

    The teacher can show pictures or objects so the children know the answers.

    9. Listening Game — 5 minutes

    The teacher gives instructions:

    “Show me your book.”

    Children hold up their books.

    “Show me your pencil.”

    Children hold up their pencils.

    “Touch your bag.”

    Children touch their bags.

    “Touch the table.”

    Children touch the table.

    This also introduces useful classroom English naturally.

    10. Final Challenge

    Choose one child.

    The child picks an object.

    For example, a green pencil.

    The child says:

    “It is a pencil.”
    “It is green.”

    Another child asks:

    “What is this?”

    The first child answers.

    Then another child asks:

    “What colour is it?”

    Lesson 2 — What the children should be able to do

    By the end, ideally the children can:

    1. Name six colours

    red, blue, green, yellow, black, white

    2. Name six classroom objects

    book, pen, pencil, bag, chair, table

    3. Ask

    “What is this?”

    4. Answer

    “It is a book.”

    5. Ask

    “What colour is it?”

    6. Answer

    “It is blue.”

    A useful progression

    I would structure the first lessons like this:

    LessonMain topicMain language
    1Greetings & namesHello. My name is… How are you?
    2Colours & objectsWhat is this? It is a… What colour is it?
    3Numbers & ageHow old are you? I am eight.
    4FamilyWho is this? This is my mother.
    5BodyThis is my head/hand/eye.
    6FoodI like… / I don’t like…
    7AnimalsWhat is it? It is a cat.
    8Daily actionsI get up. I eat. I go to school.

    For the second lesson, I would build directly on Lesson 1 rather than introduce too much new English. The children already know hello, names, how are you, numbers, stand up, sit down, look, listen.

    A very good next topic is:

    Lesson 2 — Colours and Classroom Objects

    Length: 45–60 minutes
    Level: Beginner / A1
    Main goal: Children can name simple colours and ask/answer “What is this?”

    New words

    Colours:

    • red
    • blue
    • green
    • yellow
    • black
    • white

    Objects:

    • book
    • pen
    • pencil
    • bag
    • chair
    • table

    New sentences:

    What is this?
    It is a book.
    What colour is it?
    It is red.

    1. Hello Review — 5 minutes

    Start exactly like Lesson 1.

    Teacher: Hello!
    Children: Hello!

    Teacher: Good morning!
    Children: Good morning!

    Teacher: How are you?
    Children: I am fine.

    Then ask 3–4 children:

    “What is your name?”

    They answer:

    “My name is …”

    This gives the children confidence because they already know the language.

    2. Introduce Colours — 10 minutes

    The teacher needs six coloured objects, pictures, or pieces of paper.

    Hold up something red.

    Teacher: Red.

    Children:

    Red!

    Hold up blue.

    Teacher: Blue.

    Children:

    Blue!

    Continue:

    red
    blue
    green
    yellow
    black
    white

    Game: Touch the Colour

    Put the colours around the classroom.

    Teacher:

    “Touch red!”

    Children run/walk to something red.

    Then:

    “Touch blue!”

    This is excellent for beginner children because they hear → understand → act.

    3. Colour Game — 5 minutes

    The teacher holds up a colour.

    Children shout the colour.

    Then make it more difficult.

    Teacher holds up red but says:

    “Blue!”

    Children should not repeat the teacher. They should say:

    “Red!”

    This can become very funny.

    4. Introduce Classroom Objects — 10 minutes

    Use real objects whenever possible.

    Hold up a book.

    Teacher: Book.

    Children:

    Book!

    Hold up a pencil.

    Pencil!

    Then:

    pen
    bag
    chair
    table

    Don’t teach all the words at once. Repeat them several times.

    Then ask:

    “What is this?”

    Children:

    “A book.”

    For very weak beginners, initially accept:

    “Book!”

    Then gradually model:

    “It is a book.”

    5. Dialogue — What Is This?

    Teacher and child:

    Teacher: Hello!
    Child: Hello!

    Teacher: What is this?
    Child: It is a book.

    Teacher: What colour is it?
    Child: It is red.

    Teacher: Very good!

    Then change the object.

    Teacher: What is this?
    Child: It is a pencil.

    Teacher: What colour is it?
    Child: It is yellow.

    6. Pair Work — 10 minutes

    Give each pair two or three objects.

    Student A asks:

    “What is this?”

    Student B answers:

    “It is a book.”

    Student A asks:

    “What colour is it?”

    Student B:

    “It is blue.”

    Then change roles.

    Simple dialogue card

    A: What is this?
    B: It is a __________.

    A: What colour is it?
    B: It is __________.

    7. Exercise — Match

    Match the words.

    1. red
    2. blue
    3. green
    4. yellow
    5. black
    6. white

    a. 🟩
    b. ⬛
    c. 🟨
    d. 🟥
    e. ⬜
    f. 🟦

    8. Exercise — Complete

    Use:

    book / red / pencil / blue / bag

    1. It is a __________.
    2. It is __________.
    3. It is a __________.
    4. It is __________.
    5. It is a __________.

    The teacher can show pictures or objects so the children know the answers.

    9. Listening Game — 5 minutes

    The teacher gives instructions:

    “Show me your book.”

    Children hold up their books.

    “Show me your pencil.”

    Children hold up their pencils.

    “Touch your bag.”

    Children touch their bags.

    “Touch the table.”

    Children touch the table.

    This also introduces useful classroom English naturally.

    10. Final Challenge

    Choose one child.

    The child picks an object.

    For example, a green pencil.

    The child says:

    “It is a pencil.”
    “It is green.”

    Another child asks:

    “What is this?”

    The first child answers.

    Then another child asks:

    “What colour is it?”

    Lesson 2 — What the children should be able to do

    By the end, ideally the children can:

    1. Name six colours

    red, blue, green, yellow, black, white

    2. Name six classroom objects

    book, pen, pencil, bag, chair, table

    3. Ask

    “What is this?”

    4. Answer

    “It is a book.”

    5. Ask

    “What colour is it?”

    6. Answer

    “It is blue.”

    A useful progression

    I would structure the first lessons like this:

    LessonMain topicMain language
    1Greetings & namesHello. My name is… How are you?
    2Colours & objectsWhat is this? It is a… What colour is it?
    3Numbers & ageHow old are you? I am eight.
    4FamilyWho is this? This is my mother.
    5BodyThis is my head/hand/eye.
    6FoodI like… / I don’t like…
    7AnimalsWhat is it? It is a cat.
    8Daily actionsI get up. I eat. I go to school.

    Keep this principle throughout:
    one small language target per lesson,
    lots of repetition,
    real objects and movement,
    and very little grammar explanation.

    ##################

    ##################

    Please use the box below
    to write your feedback.
    Only I can read it.
    It is not public.

    Please tell me:

    • Are the texts and exercises OK?
    • Are the topics OK?
    • Is the level OK?
    • Is it too easy or too difficult?
    • Do you want texts about other topics?

    Thank you! I appreciate your feedback.

    ##################

    ##################

    ##################

    Remember how babies
    learn a language:

    Babies learn a language by listening.
    They use their ears to hear sounds.
    Their brain remembers these sounds.
    Babies connect sounds with people and things.
    They listen to their parents.
    Then they copy the sounds they hear. They imitate words.
    Slowly, babies learn to speak.

    So,
    LISTEN, LISTEN, LISTEN, LISTEN……………

    SMFrockZ@gmx.at

  • 🥳🫶🥳🫶The first English lesson on Sumatra (A1, very beginners)

    First English Session

    Age: about 7–12
    Level: absolute beginner to A1
    Length: 45–60 minutes

    1. Hello! — 5 minutes

    The teacher stands at the front and smiles.

    Teacher says:

    “Hello!”

    Children:

    “Hello!”

    Teacher:

    “My name is Anna. What is your name?”

    Point to one child and help:

    “My name is …”

    Do this with 4–5 children.

    Then everybody says:

    “Hello, my name is …”

    Important: Don’t explain grammar. Just demonstrate.

    2. Hello Song / Actions — 5 minutes

    Use very easy actions:

    Hello! 👋 — wave
    Good morning! 🙋 — hands up
    How are you? — point to the children
    I am fine! 👍 — thumbs up

    Repeat several times.

    The teacher can say:

    “Hello!”
    “Good morning!”
    “How are you?”
    “I am fine!”

    Children copy the actions and words.

    3. My Name Is… — 10 minutes

    Teach only these three sentences:

    My name is Siti.
    I am Siti.
    What is your name?

    Teacher demonstrates with a child.

    Teacher: “What is your name?”
    Child: “My name is Budi.”

    Then children work in pairs.

    A: “What is your name?”
    B: “My name is …”

    Change partners.

    This gives the children real communication, not just repetition.

    4. Numbers 1–10 — 10 minutes

    Teach:

    one, two, three, four, five, six, seven, eight, nine, ten

    Use fingers.

    Teacher:

    “One!”

    Children:

    “One!”

    Then make it a game.

    Teacher says:

    “Three!”

    Children show three fingers.

    Then:

    “Seven!”

    Children show seven fingers.

    Then reverse it: teacher shows fingers and children say the number.

    No writing is necessary yet.

    5. Classroom English — 5 minutes

    Teach only four expressions:

    Stand up.
    Sit down.
    Listen.
    Look.

    Teacher demonstrates each one.

    Then play a Simon Says-type game:

    “Stand up!”

    Children stand.

    “Sit down!”

    Children sit.

    “Look!”

    Children look at the teacher.

    This is particularly good for teachers with limited English because their actions explain the meaning.

    6. A very small speaking game — 10 minutes

    Put children in a circle.

    Teacher points to a child:

    “What is your name?”

    Child:

    “My name is …”

    The whole class:

    “Hello, …!”

    Next child.

    Make it fun by adding a ball if available. The teacher rolls or passes the ball to a child and asks:

    “What is your name?”

    The child answers and passes it on.

    Final 5 minutes: Review

    The teacher asks:

    “What is my name?”

    Children:

    “Anna!”

    Teacher:

    “What is your name?”

    Children answer.

    Then:

    “One, two, three…”

    Children count.

    Finish with:

    “Goodbye!”

    Children:

    “Goodbye!”

    And everybody waves.

    The most important rule for the teachers

    Do not try to explain English in English.

    If the teacher is only A1–A2, they should use:

    English + gesture + demonstration + repetition

    rather than long explanations.

    For example, don’t say:

    “Today we are going to learn how to introduce ourselves and ask somebody for their name.”

    That is far too difficult.

    Simply say:

    “Hello!” 👋
    “My name is Lina.”
    “What is your name?”

    Then demonstrate.

    What I would NOT teach in the first lesson

    Avoid:

    • grammar explanations
    • alphabet
    • long vocabulary lists
    • worksheets with lots of writing
    • complicated instructions
    • translation of every word
    • “What do you understand?”
    • grammar terminology such as subject, verb, pronoun

    The children should leave the first lesson able to say three or four things confidently.

    The success target for Lesson 1:

    “Hello.”
    “My name is …”
    “What is your name?”
    “I am fine.”
    “One–ten.”
    “Goodbye.”

    That is already a very successful first English lesson.

    ################

    ################

    A ready-to-use set of very short dialogues and exercises =>

    1. Dialogue: Hello

    Teacher: Hello!
    Child: Hello!
    Teacher: Good morning!
    Child: Good morning!
    Teacher: How are you?
    Child: I am fine.
    Teacher: Good!
    Child: Thank you.

    Exercise 1 — Complete the dialogue

    Choose: Hello / Good morning / fine

    Teacher: __________!
    Child: Hello!
    Teacher: How are you?
    Child: I am __________.
    Teacher: __________!
    Child: Good morning!

    2. Dialogue: What Is Your Name?

    Teacher: Hello!
    Child: Hello!
    Teacher: What is your name?
    Child: My name is Rina.
    Teacher: Hello, Rina!
    Child: Hello!

    Exercise 2 — Put the dialogue in the correct order

    Write 1–5.

    ___ My name is Budi.
    ___ Hello!
    ___ Hello, Budi!
    ___ What is your name?
    ___ Hello!

    Answer: 1 Hello! → 2 Hello! → 3 What is your name? → 4 My name is Budi. → 5 Hello, Budi!

    3. Dialogue: Two Children

    Sari: Hello!
    Dina: Hello!
    Sari: What is your name?
    Dina: My name is Dina.
    Sari: My name is Sari.
    Dina: Hello, Sari!
    Sari: Hello, Dina!

    Exercise 3 — True or False

    1. Sari says hello.
    2. Dina’s name is Sari.
    3. Sari asks, “What is your name?”
    4. Dina says, “My name is Dina.”
    5. Sari and Dina say hello.

    Answers:

    1. True
    2. False
    3. True
    4. True
    5. True

    4. Dialogue: Three Children

    Teacher: Hello! What is your name?
    Ali: My name is Ali.
    Teacher: Hello, Ali!
    Ali: Hello!

    Teacher: What is your name?
    Maya: My name is Maya.
    Teacher: Hello, Maya!
    Maya: Hello!

    Teacher: What is your name?
    Budi: My name is Budi.
    Teacher: Hello, Budi!
    Budi: Hello!

    Exercise 4 — Who?

    Answer with Ali, Maya, or Budi.

    1. Who is the first child? __________
    2. Who is the second child? __________
    3. Who is the third child? __________
    4. Who says “My name is Maya”? __________
    5. Who says “My name is Budi”? __________

    5. Dialogue: How Are You?

    Rani: Hello, Tono!
    Tono: Hello, Rani!
    Rani: How are you?
    Tono: I am fine.
    Rani: Good!
    Tono: How are you?
    Rani: I am fine.

    Exercise 5 — Complete

    Use:

    Hello / fine / Good / are

    Rani: __________, Tono!
    Tono: Hello, Rani!
    Rani: How __________ you?
    Tono: I am __________.
    Rani: __________!

    6. Dialogue: Numbers

    Teacher: Look!
    Children: One!
    Teacher: Good! Look!
    Children: Two!
    Teacher: Three!
    Children: Three!
    Teacher: Four!
    Children: Four!
    Teacher: Five!
    Children: Five!

    Exercise 6 — Match

    Match the number with the word.

    1. 1 → ___
    2. 2 → ___
    3. 3 → ___
    4. 4 → ___
    5. 5 → ___

    a. five
    b. two
    c. four
    d. one
    e. three

    Answers:
    1-d, 2-b, 3-e, 4-c, 5-a

    7. Dialogue: Count Together

    Teacher: One!
    Children: One!
    Teacher: Two!
    Children: Two!
    Teacher: Three!
    Children: Three!
    Teacher: Four!
    Children: Four!
    Teacher: Five!
    Children: Five!

    Then:

    Teacher: One, two, three, four, five!
    Children: One, two, three, four, five!

    Exercise 7 — What Comes Next?

    1. One, two, __________
    2. Two, three, __________
    3. Three, four, __________
    4. Four, five, __________
    5. Five, six, __________
    6. Seven, eight, __________
    7. Eight, nine, __________
    8. Nine, ten, __________

    8. Classroom Dialogue: Stand Up

    Teacher: Stand up!
    Children: Stand up!

    Teacher: Sit down!
    Children: Sit down!

    Teacher: Stand up!
    Children: Stand up!

    Teacher: Sit down!
    Children: Sit down!

    Exercise 8 — Do the Action

    The teacher says the words. The children do the action.

    • Stand up.
    • Sit down.
    • Stand up.
    • Sit down.

    Then make it faster.

    9. Classroom Dialogue: Look and Listen

    Teacher: Look!
    Children: Look!

    Teacher: Listen!
    Children: Listen!

    Teacher: Look!
    Children: Look!

    Teacher: Listen!
    Children: Listen!

    Exercise 9 — Teacher Says

    The teacher says one sentence.

    Children must do the correct action.

    Look! → 👀 Look at the teacher.
    Listen! → 👂 Listen to the teacher.
    Stand up! → Stand.
    Sit down! → Sit.

    10. Mixed Dialogue

    This combines almost everything from Lesson 1.

    Teacher: Good morning!
    Children: Good morning!

    Teacher: Hello!
    Children: Hello!

    Teacher: What is your name?
    Child: My name is Siti.

    Teacher: How are you?
    Child: I am fine.

    Teacher: Good! Stand up!
    Children: Stand up!

    Teacher: One, two, three!
    Children: One, two, three!

    Teacher: Sit down!
    Children: Sit down!

    Teacher: Goodbye!
    Children: Goodbye!

    11. Pair Work

    Put the children into pairs.

    Student A

    Ask:

    “Hello!”
    “What is your name?”
    “How are you?”

    Student B

    Answer:

    “Hello!”
    “My name is ______.”
    “I am fine.”

    Then change roles.

    Exercise 11 — Speaking Practice

    A: Hello!
    B: Hello!

    A: What is your name?
    B: My name is __________.

    A: How are you?
    B: I am __________.

    A: Goodbye!
    B: Goodbye!

    12. Fill in the Missing Words

    Use:

    name / Hello / fine / Goodbye / morning

    1. __________!
    2. Good __________!
    3. What is your __________?
    4. I am __________.
    5. __________!

    13. Choose the Correct Answer

    1. Someone says: “Hello!”

    You say:

    a. Goodbye!
    b. Hello!
    c. Sit down!

    2. Someone asks: “What is your name?”

    You say:

    a. My name is Lina.
    b. I am fine.
    c. Good morning.

    3. Someone asks: “How are you?”

    You say:

    a. My name is Budi.
    b. I am fine.
    c. Goodbye.

    4. The teacher says “Stand up!”

    You:

    a. sit down
    b. stand up
    c. say your name

    5. The teacher says “Sit down!”

    You:

    a. sit down
    b. stand up
    c. run

    14. Teacher–Class Game

    The teacher says one of the four commands:

    Stand up!
    Sit down!
    Look!
    Listen!

    The children must do the correct action.

    Then the teacher can make a mistake.

    For example, the teacher says:

    “Stand up!”

    but sits down.

    The children should say the correct action:

    “Stand up!”

    This makes the lesson fun without needing difficult English.

    15. Final Speaking Challenge

    At the end of the lesson, each child speaks to another child:

    Hello!
    What is your name?
    My name is ______.
    How are you?
    I am fine.
    Goodbye!

    If a child can do this without help, the teacher can say:

    “Very good!”

    For the first lesson, I would concentrate on speaking and listening rather than writing. The teachers can use these dialogues repeatedly, changing only the children’s names. This gives teachers with weak English a safe script they can follow while the children get lots of real speaking practice.

    ##################

    ##################

    Please use the box below
    to write your feedback.
    Only I can read it.
    It is not public.

    Please tell me:

    • Are the texts and exercises OK?
    • Are the topics OK?
    • Is the level OK?
    • Is it too easy or too difficult?
    • Do you want texts about other topics?

    Thank you! I appreciate your feedback.

    ##################

    ##################

    ##################

    Remember how babies
    learn a language:

    Babies learn a language by listening.
    They use their ears to hear sounds.
    Their brain remembers these sounds.
    Babies connect sounds with people and things.
    They listen to their parents.
    Then they copy the sounds they hear. They imitate words.
    Slowly, babies learn to speak.

    So,
    LISTEN, LISTEN, LISTEN, LISTEN……………

    SMFrockZ@gmx.at

  • 🥳🫶🥳🫶How to react when beginners make English mistakes (A2)

    1. Mistakes Are Normal

    When children start learning English, they will make many mistakes.

    This is normal.

    They may say:

    “I goed to school.”

    instead of:

    “I went to school.”

    They may say:

    “He have a dog.”

    instead of:

    “He has a dog.”

    They may say:

    “Two cat.”

    instead of:

    “Two cats.”

    They may also say a word with the wrong sound.

    This does not mean that the child is bad at English.

    It means the child is learning.

    A beginner needs to try, make mistakes, hear the correct English, and try again.

    The teacher should therefore see mistakes as part of learning.

    2. Never Laugh at a Mistake

    One of the most important rules is:

    Never laugh at a child because of an English mistake.

    The other children should not laugh either.

    Imagine a child says:

    “She are happy.”

    Other children laugh.

    The child may feel bad.

    The child may think:

    “My English is bad.”

    Next time, the child may not speak.

    This is a problem because speaking is very important when learning a language.

    The teacher can say:

    “It’s OK.”

    “Good try.”

    “Let’s try again.”

    Then help the child say:

    “She is happy.”

    The child can repeat:

    “She is happy.”

    Teacher:

    “Good!”

    The child learns the correct English without feeling bad.

    3. Do Not Say Only “Wrong!”

    A teacher should not always say:

    “Wrong!”

    This word can make a beginner afraid.

    The child may think:

    “I don’t want to answer again.”

    Instead, use positive words.

    Say:

    “Good try.”

    “Almost.”

    “Try again.”

    “Listen again.”

    “Let’s do it together.”

    Then give the correct answer if the child needs help.

    For example:

    Teacher:

    “What is this?”

    Child:

    “It are a book.”

    Teacher:

    “Good try. Listen: It is a book.”

    Child:

    “It is a book.”

    Teacher:

    “Yes! Very good!”

    4. First Understand the Mistake

    Not every mistake is the same.

    Sometimes the child knows the answer but says it badly.

    Sometimes the child does not know the answer.

    Sometimes the child does not understand the question.

    Sometimes the child knows the answer but is shy.

    The teacher should first think:

    What is the problem?

    For example:

    Teacher:

    “What colour is the bag?”

    Child:

    “Blue.”

    This is correct.

    But if the child says:

    “Book.”

    The child may not understand the question.

    The teacher should not simply say:

    “Wrong!”

    Instead, show the bag and say:

    “Colour?”

    Then:

    “Blue.”

    The child can understand the question.

    5. Give the Child Another Chance

    A mistake is often a chance to try again.

    For example:

    Teacher:

    “What is this?”

    Child:

    “Dog.”

    Teacher:

    “Look again.”

    The teacher points to a cat.

    Child:

    “Cat.”

    Teacher:

    “Yes! Good!”

    The child gets a second chance.

    This is very useful for beginners.

    They learn:

    “I can make a mistake and try again.”

    This helps them become more confident.

    6. Use the Correct Answer Naturally

    You do not always need to explain the mistake.

    Sometimes the best way is simply to say the correct sentence.

    Child:

    “He go to school every day.”

    Teacher:

    “Yes, he goes to school every day.”

    The teacher says the correct English.

    The child hears it.

    If useful, the teacher can ask:

    “Can you say it?”

    Child:

    “He goes to school every day.”

    Teacher:

    “Good!”

    This is simple and clear.

    7. Do Not Correct Every Small Mistake

    Beginners make many mistakes.

    If the teacher corrects every word, the lesson can become difficult and slow.

    The child may also become afraid to speak.

    For example, a child says:

    “Yesterday I go school and I see my friend and we play football.”

    There are several possible mistakes.

    The teacher does not need to correct everything.

    The most important thing may be:

    “Yesterday I went to school.”

    The teacher can let the child continue speaking.

    The main goal is communication.

    Too many corrections can stop children from speaking.

    8. Correct Important Mistakes

    Some mistakes should be corrected because they are important for the lesson.

    For example, if the lesson is about:

    He / She

    and the child says:

    “She is a boy.”

    The teacher should help.

    Say:

    “Look at the picture. He is a boy. She is a girl.”

    Then ask:

    “Boy?”

    Child:

    “He.”

    Teacher:

    “Girl?”

    Child:

    “She.”

    This makes the correction part of the lesson.

    9. Use Repetition

    Repetition is one of the easiest ways to correct beginners.

    Teacher:

    “He have a car.”

    Child:

    “Yes.”

    Teacher:

    “He has a car.”

    Child:

    “He has a car.”

    Teacher:

    “Good.”

    The child hears the correct sentence and says it again.

    There is no need for a long grammar explanation.

    For absolute beginners, hear → repeat → use is often easier.

    10. Help Without Giving the Answer Too Quickly

    Sometimes the child needs only a little help.

    Teacher:

    “What is this?”

    Child:

    “…”

    Teacher:

    “It is a …”

    Child:

    “Dog!”

    Teacher:

    “Yes! It is a dog.”

    The teacher gives part of the answer.

    The child finishes it.

    This is better than giving the whole answer immediately.

    The child has a chance to remember the word.

    11. Use Pictures and Actions

    A picture can help more than a long explanation.

    For example, the teacher shows a picture of a boy running.

    Teacher:

    “What is he doing?”

    Child:

    “Run.”

    Teacher:

    “Good. He is running.”

    Child:

    “He is running.”

    Teacher:

    “Very good!”

    The picture helps the child understand the correction.

    You can also use actions.

    Teacher runs.

    Teacher:

    “What am I doing?”

    Child:

    “Run!”

    Teacher:

    “Running.”

    Child:

    “Running.”

    Teacher:

    “Yes!”

    12. Help a Very Shy Child

    Some children know the answer but do not want to speak.

    Do not put too much pressure on them.

    Start with an easy question.

    Teacher:

    “What is this?”

    The child says nothing.

    Teacher:

    “Cat?”

    The child nods.

    Teacher:

    “Yes. Cat.”

    Then later:

    “Can you say cat?”

    Child:

    “Cat.”

    Teacher:

    “Good!”

    The next time, the child may speak more.

    Confidence can grow slowly.

    13. Praise the Try

    A child does not always need to give the perfect answer to receive praise.

    For example:

    Teacher:

    “What is this?”

    Child:

    “Banana.”

    The picture shows an orange.

    Teacher:

    “Good try! It is an orange.”

    This is better than:

    “No! Wrong!”

    The child made an effort.

    The teacher can praise the effort and then teach the correct word.

    Useful phrases are:

    “Good try.”

    “Nice try.”

    “Almost.”

    “Try again.”

    “You are close.”

    “Good!”

    “Very good!”

    14. Do Not Compare Children

    Never say:

    “Look at Anna. She knows the answer. Why don’t you?”

    This can make another child feel bad.

    Children learn at different speeds.

    One child may learn ten words quickly.

    Another child may need more time.

    Instead, compare the child with their own earlier work.

    For example:

    “Last week you knew two words. Today you know five words. Very good!”

    This gives the child a reason to feel proud.

    15. When the Whole Class Makes a Mistake

    Sometimes many children make the same mistake.

    Do not correct every child one by one.

    Stop and teach the point again.

    For example:

    Teacher:

    “What is this?”

    Children:

    “He dog.”

    Teacher:

    “Listen: It is a dog.”

    Children:

    “It is a dog.”

    Teacher:

    “Again.”

    Children:

    “It is a dog.”

    Teacher:

    “Good!”

    Then ask different children again.

    This gives the whole class another chance.

    16. When Children Copy Each Other

    Sometimes one child gives a wrong answer and several children repeat it.

    Do not get angry.

    Say:

    “Let’s listen again.”

    Show the picture.

    Ask:

    “What is it?”

    Give the children time.

    Then say:

    “It is a cat.”

    Children:

    “It is a cat.”

    Now ask one child:

    “What is it?”

    Child:

    “It is a cat.”

    Teacher:

    “Good!”

    The class has learned the correct answer.

    17. When a Child Keeps Making the Same Mistake

    Some mistakes happen again and again.

    For example:

    Child:

    “He have a dog.”

    Later:

    “He have a cat.”

    Later:

    “He have a ball.”

    Do not become angry.

    The child needs more practice.

    Use a short activity.

    Write:

    He has

    She has

    Then use pictures.

    “He has a dog.”

    “She has a cat.”

    “He has a ball.”

    “She has a book.”

    Repeat several examples.

    The child needs practice, not anger.

    18. Correct the Mistake and Move On

    After you correct a mistake, continue the lesson.

    Do not spend five minutes talking about one small mistake.

    For example:

    Child:

    “She are happy.”

    Teacher:

    “Good try. She is happy.”

    Child:

    “She is happy.”

    Teacher:

    “Very good. Next question.”

    This keeps the lesson moving.

    The child learns the correction but does not feel that the mistake is a big problem.

    19. Teach Children That Mistakes Are Safe

    The teacher can say this often:

    “It’s OK to make mistakes.”

    “Everybody makes mistakes.”

    “Try again.”

    “We learn together.”

    “You can try.”

    “Don’t be afraid.”

    These simple sentences can create a safe classroom.

    The children learn that English class is a place where they can try.

    20. The Teacher Is Also a Learner

    An A2 teacher may sometimes make an English mistake.

    That is also normal.

    If the teacher makes a mistake, the teacher can say:

    “Sorry. My mistake.”

    Then say the correct sentence.

    For example:

    Teacher:

    “He have a dog.”

    Teacher stops.

    “Sorry. He has a dog.”

    The children hear something important:

    Even the teacher can make a mistake and try again.

    This can make children feel more relaxed.

    21. A Simple Correction Formula

    An A2 teacher can remember this simple formula:

    1. Listen

    Listen to what the child says.

    2. Stay calm

    Do not show anger.

    3. Praise the effort

    Say:

    “Good try.”

    4. Give help

    Say the correct word or part of the sentence.

    5. Let the child try again

    Give the child another chance.

    6. Praise again

    Say:

    “Good!”

    This can be:

    Listen → Help → Try again → Praise

    This is a very useful method for beginner English classes.

    22. Example: Vocabulary Mistake

    Teacher:

    “What is this?”

    Child:

    “Dog.”

    The picture shows a cat.

    Teacher:

    “Good try. Cat.”

    Child:

    “Cat.”

    Teacher:

    “Yes! Cat. Very good!”

    The correction is short.

    The child learns the word.

    23. Example: Grammar Mistake

    Teacher:

    “What does she do every day?”

    Child:

    “She go to school.”

    Teacher:

    “Good try. She goes to school.”

    Child:

    “She goes to school.”

    Teacher:

    “Very good!”

    No long grammar lesson is needed.

    24. Example: Pronunciation Mistake

    Child:

    “Tree.”

    The child means “three.”

    Teacher:

    “Three.”

    Child:

    “Tree.”

    Teacher:

    “Three.”

    The teacher shows three fingers.

    “Three.”

    Child:

    “Three!”

    Teacher:

    “Yes! Good!”

    The action helps the child hear and understand the difference.

    25. Example: The Child Does Not Know

    Teacher:

    “What is this?”

    Child:

    “I don’t know.”

    Teacher:

    “No problem.”

    The teacher shows the picture.

    “Apple.”

    Child:

    “Apple.”

    Teacher:

    “Good. Apple.”

    Later, ask again:

    “What is it?”

    Child:

    “Apple!”

    Teacher:

    “Excellent!”

    The child has learned a new word.

    26. The Main Goal

    The goal is not:

    “No mistakes.”

    The goal is:

    “Try to speak English.”

    A child who makes a mistake but speaks is learning.

    A child who is afraid to speak may not learn as much.

    So the teacher should create a classroom where children feel:

    “I can try.”

    “I can make a mistake.”

    “I can try again.”

    “I can learn.”

    “I can speak English.”

    That is one of the most important things an English teacher can give a beginner.

    ##############

    smfrockz@gmx.at

    ##############

    ##################

    ##################

    Please use the box below
    to write your feedback.
    Only I can read it.
    It is not public.

    Please tell me:

    • Are the texts and exercises OK?
    • Are the topics OK?
    • Is the level OK?
    • Is it too easy or too difficult?
    • Do you want texts about other topics?

    Thank you! I appreciate your feedback.

    ##################

    ##################

    ##################

    Remember how babies
    learn a language:

    Babies learn a language by listening.
    They use their ears to hear sounds.
    Their brain remembers these sounds.
    Babies connect sounds with people and things.
    They listen to their parents.
    Then they copy the sounds they hear. They imitate words.
    Slowly, babies learn to speak.

    So,
    LISTEN, LISTEN, LISTEN, LISTEN………………

  • 🥳🫶🥳🫶How to motivate beginners in the English classroom (A2)

    – how A2 teachers can help children learn, speak, and feel good in class

    For a teacher who teaches absolute beginners, the most important thing is not perfect English. The teacher needs simple ways to motivate children, understand their behaviour, and react calmly.

    1. Be friendly first

    Children learn better when they feel safe and happy.

    Smile when the children come into the room. Say:

    • “Hello!”
    • “Good morning!”
    • “How are you?”
    • “Nice to see you!”

    Use a friendly voice. Look at the children when you speak.

    You do not need difficult English. Use the same simple words every lesson.

    For example:

    “Hello, Siti!”

    “Hello, Budi!”

    “How are you?”

    “I am fine.”

    This helps children learn the same English again and again.

    2. Do not speak too much

    Absolute beginners understand very little English.

    If the teacher speaks for five minutes, the children may stop listening.

    Use short sentences.

    Instead of:

    “Today we are going to learn some new words about things that we can find in our classroom.”

    Say:

    “Today: classroom words.”

    Then show a book.

    “Book.”

    Show a pen.

    “Pen.”

    Show a chair.

    “Chair.”

    Let the children repeat.

    “Book.”

    “Pen.”

    “Chair.”

    Show things when you speak.

    Your hands, face and objects can help the children understand.

    3. Use the children’s names

    Children like to hear their own names.

    Use names often.

    “Rina, book.”

    “Adi, stand up.”

    “Budi, your turn.”

    “Good, Sari!”

    This helps children feel that the teacher sees them.

    But do not always choose the same children.

    Give every child a chance.

    4. Praise small successes

    Beginners need a lot of encouragement.

    A child may know only one English word. That is still a success.

    If a child says:

    “Apple.”

    Say:

    “Good!”

    “Very good!”

    “Great!”

    “Good English!”

    You can also smile, clap, or give a thumbs-up.

    Do not wait for perfect English before you praise a child.

    Praise the effort, not only the correct answer.

    A child says:

    “Book.”

    You say:

    “Yes! Good!”

    A child says:

    “Bok.”

    You can say:

    “Good try. Book.”

    Do not make the child feel bad.

    5. When a child says nothing

    Sometimes a child does not answer.

    Do not think:

    “He does not like English.”

    The child may be shy.

    The child may not understand.

    The child may be afraid of making a mistake.

    The child may need more time.

    First, smile.

    Then repeat the question.

    For example:

    “What is it?”

    Wait.

    Then show the answer:

    “Book.”

    Ask the child again:

    “Book?”

    The child can say:

    “Book.”

    Say:

    “Good!”

    Give the child time

    Do not ask a question and give the answer immediately.

    Wait a few seconds.

    The child needs time to think.

    6. When children speak Indonesian

    This is normal.

    They are beginners, so they need Indonesian sometimes.

    Do not say:

    “No Indonesian!”

    Instead, try to use the Indonesian word to help them learn the English word.

    For example, a child says:

    “Guru!”

    You say:

    “Yes. Teacher.”

    The child:

    “Teacher.”

    You:

    “Good!”

    The goal is to move slowly from Indonesian to English.

    7. When a child says something you do not understand

    Do not become nervous.

    Say:

    “Sorry?”

    Or:

    “Again, please.”

    You can also say:

    “Slowly, please.”

    If you still do not understand, smile and say:

    “Show me.”

    The child can point, show something, or use actions.

    Remember:

    You do not need to understand every word.

    8. When a child gives a wrong answer

    Do not laugh.

    Do not say:

    “No! Wrong!”

    This can make children afraid to speak.

    Instead, help them.

    Child:

    “Dog.”

    Teacher:

    “Good try. Cat.”

    Child:

    “Cat.”

    Teacher:

    “Yes! Cat. Good!”

    The child learns the correct word but does not feel bad.

    9. When children laugh

    Children may laugh when someone speaks English.

    This can happen because the English sounds funny to them.

    Stay calm.

    Smile and say:

    “English is fun!”

    Then continue.

    If one child laughs at another child, say:

    “Be kind.”

    Or:

    “We help each other.”

    Teach the children that mistakes are normal.

    You can say:

    “Everybody makes mistakes.”

    Then smile.

    10. When children are very quiet

    A quiet class is not always a good class.

    Children may be quiet because they are afraid.

    Use easy activities.

    For example:

    Teacher:

    “Stand up!”

    Children stand up.

    “Sit down!”

    Children sit down.

    “Stand up!”

    “Sit down!”

    Now the children are moving and using English.

    You can also use songs, pictures, games and actions.

    Beginners often learn better when they move.

    11. When children are very active

    Sometimes children talk, move around, or play.

    Do not shout immediately.

    Use a simple classroom signal.

    For example:

    Teacher:

    “Eyes on me.”

    Children:

    “Eyes on you.”

    Or:

    Teacher:

    “One, two, three!”

    Children:

    “Look at me!”

    Use the same signal every lesson.

    The children will learn what it means.

    12. When a child does not want to take part

    Do not force the child immediately.

    First, give the child an easy job.

    For example:

    “Can you hold the picture?”

    “Can you give me the pen?”

    “Can you point to the cat?”

    The child can take part without speaking.

    Later, ask for one small English word.

    “Cat?”

    The child says:

    “Cat.”

    Teacher:

    “Good!”

    Small steps can build confidence.

    13. When one child answers all the time

    Some children are very confident.

    That is good, but other children also need a chance.

    Say:

    “Good, Andi. Now, Siti.”

    Or:

    “Now another person.”

    You can also ask children to work in pairs.

    Child A:

    “What is it?”

    Child B:

    “It is a cat.”

    Then they change.

    This gives more children time to speak.

    14. When children do not listen

    Do not speak louder and louder.

    Stop.

    Look at the children.

    Wait.

    Then use your simple classroom signal.

    For example:

    “Hands down.”

    “Eyes on me.”

    “Listen, please.”

    Then start again.

    Keep your instructions short.

    15. Use games

    Games can make English fun.

    But the game must be very simple.

    For example, put three pictures on the board:

    🐱 Cat
    🐶 Dog
    🐟 Fish

    Say:

    “Touch the cat!”

    The children touch the cat.

    Then:

    “Touch the dog!”

    You can make it a team game.

    But do not make children feel bad when they lose.

    Say:

    “Good game!”

    “Good try!”

    “Let’s play again!”

    16. Use movement

    Young children often like to move.

    Use English with actions.

    “Stand up.”

    “Sit down.”

    “Clap.”

    “Jump.”

    “Turn around.”

    “Touch your head.”

    “Touch your nose.”

    The children hear the English and show that they understand by moving.

    This is a very good way to teach beginners.

    17. Use pictures and real things

    You do not need many books or special materials.

    Use things in the classroom.

    Hold up a pen.

    “Pen.”

    Hold up a book.

    “Book.”

    Point to the door.

    “Door.”

    Point to the window.

    “Window.”

    Children can touch, point to, or find the things.

    This makes English real and easy to understand.

    18. Repeat, repeat, repeat

    Beginners need a lot of repetition.

    Do not think:

    “We learned this word last week. They should know it.”

    They may need to hear it many times.

    For example:

    Monday:

    “Book.”

    Tuesday:

    “Book.”

    Wednesday:

    “Book.”

    Later:

    “What is it?”

    “Book!”

    Repetition is not boring for beginners.

    Repetition helps them remember.

    19. Make children feel successful

    The lesson should have many small successes.

    Do not teach ten new words if five words are enough.

    For example:

    Today:

    “cat”

    “dog”

    “fish”

    The children can hear them.

    They can repeat them.

    They can point to them.

    They can play a game with them.

    At the end, ask:

    “What is it?”

    The child says:

    “Cat!”

    The child feels:

    “I can speak English!”

    This feeling is very important.

    20. What the teacher should NOT do

    Do not:

    • shout all the time
    • laugh at mistakes
    • make children feel stupid
    • speak very fast
    • use long sentences
    • give too many new words
    • ask difficult questions
    • compare children all the time
    • only praise the best students
    • speak English for a long time without actions or pictures

    Instead:

    • smile
    • speak slowly
    • use short sentences
    • repeat
    • show things
    • use actions
    • play simple games
    • praise children
    • give every child a chance

    Simple Teacher English

    An A2 teacher can use these sentences every lesson.

    Starting the lesson

    “Hello, everyone!”

    “Good morning!”

    “How are you?”

    “Are you ready?”

    “Let’s start!”

    Giving instructions

    “Listen, please.”

    “Look here.”

    “Look at me.”

    “Repeat, please.”

    “Say it again.”

    “Stand up.”

    “Sit down.”

    “Come here.”

    “Go back.”

    “Open your book.”

    “Close your book.”

    “Work with a partner.”

    “Your turn.”

    “My turn.”

    Helping children

    “Try again.”

    “Take your time.”

    “Listen again.”

    “Look at the picture.”

    “Look here.”

    “Show me.”

    “Point to it.”

    “Say it slowly.”

    Praising children

    “Good!”

    “Very good!”

    “Great!”

    “Excellent!”

    “Good try!”

    “Nice!”

    “Well done!”

    “You can do it!”

    When there is a problem

    “Please listen.”

    “Please stop.”

    “Be kind.”

    “Wait, please.”

    “One at a time.”

    “Your turn is next.”

    “No problem.”

    “Try again.”

    The Most Important Rule

    The teacher does not need to be a perfect English speaker.

    The teacher needs to be:

    friendly + patient + clear + positive

    A beginner may say only one English word today.

    Tomorrow, the child may say two words.

    After some weeks, the child may say a sentence.

    The teacher’s job is to help the child think:

    “English is fun. I can do it. I am not afraid to make mistakes.”

    That is how motivation starts.

    #################

    ##################

    ##################

    Please use the box below
    to write your feedback.
    Only I can read it.
    It is not public.

    Please tell me:

    • Are the texts and exercises OK?
    • Are the topics OK?
    • Is the level OK?
    • Is it too easy or too difficult?
    • Do you want texts about other topics?

    Thank you! I appreciate your feedback.

    ##################

    ##################

    ##################

    Remember how babies
    learn a language:

    Babies learn a language by listening.
    They use their ears to hear sounds.
    Their brain remembers these sounds.
    Babies connect sounds with people and things.
    They listen to their parents.
    Then they copy the sounds they hear. They imitate words.
    Slowly, babies learn to speak.

    So,
    LISTEN, LISTEN, LISTEN, LISTEN……………

    SMFrockZ@gmx.at

  • 🧑🏻‍🩰🌺The Seblang dance (A1, beginners, text, exercises, grammar, present simple, A1, beginners)

    • people in Banyuwangi have a special day

    Every year, people in Banyuwangi have a special day. Banyuwangi is a city in Java, Indonesia. People do a dance here. The dance is called Seblang.

    People want a good life. They want good food, a clean village, and healthy bodies.

    Two villages do this dance. In one village, a young girl dances. In the other village, an old woman dances.

    First, a man puts food on a table. He uses rice, fruit, and red flowers. He prays. The dancer wears a big hat. The hat has green leaves and flowers.

    The dancer sits on a chair. She closes her eyes and goes to sleep. Then, a spirit comes. The dancer wakes up and stands up.

    She dances to the music. Women play music and sing. The dancer moves her arms. She holds a small fan. She throws rice and flowers to the people. People catch the flowers. They smile because the flowers bring good luck.

    Many people come to watch. Fathers, mothers, and children sit together. They watch the dancer. They are happy.

    This dance is very old. People love this day because families stay together.

    _____________________

    Vocabulary:

    Word / phraseA1 definition
    to be called Seblangto have the name Seblang
    cleannot dirty
    a villagea small place where people live
    a healthy bodya body that is well and strong
    to put food on a tableto place food on a table
    to prayto speak to God
    to wear a hatto have a hat on your head
    a leaf (pl. leaves)the green part of a plant
    to close one’s eyesto shut your eyes
    a spirita special person or thing that people cannot see
    to wake upto stop sleeping
    to stand upto move from sitting to standing
    a fana small thing you hold and move to make air
    to throw somethingto send something through the air with your hand
    to catch somethingto take something with your hands when it comes to you
    good lucksomething good that you hope happens
    to stay togetherto remain with other people

    ###################

    Present Simple

    We use the present simple for things that happen regularly, every day, or are generally true.

    • Lina rides her bicycle every morning.
    • She studies English every day.
    • She likes her bicycle.

    1. I / You / We / They

    Use the basic form of the verb.

    • I live in a village.
    • You like English.
    • We study every day.
    • They work hard.

    2. He / She / It

    Usually, add -s.

    • She lives in a village.
    • He likes English.
    • She wants to be a teacher.
    • It works well.

    Most verbs: add -s

    Basic verbHe / She / It
    livelives
    likelikes
    wantwants
    workworks
    helphelps
    readreads
    listenlistens
    talktalks
    learnlearns

    3. Verbs ending in -y

    If a verb ends in consonant + y, change y to ies.

    • study → studies
    • try → tries
    • carry → carries

    Examples:

    • I study English.
    • She studies English.
    • They try hard.
    • He tries hard.

    But: vowel [a,e,i,o,u] + y → just add -s

    • play → plays
    • stay → stays
    • enjoy → enjoys

    Example:

    • I play football.
    • She plays football.

    4. Have → Has

    Have is different.

    • I have a bicycle.
    • You have a bicycle.
    • We have a bicycle.
    • They have a bicycle.
    • She has a bicycle.
    • He has a bicycle.
    • It has four legs.

    5. Be → am / is / are

    Be is also different.

    SubjectBe
    Iam
    Youare
    Weare
    Theyare
    Heis
    Sheis
    Itis

    Examples:

    • I am 16 years old.
    • You are happy.
    • We are students.
    • They are from Cambodia.
    • She is 16 years old.
    • He is a teacher.

    6. Questions

    With most verbs, use do or does.

    I / you / we / they → DO

    • Do you like English?
    • Do they study every day?

    he / she / it → DOES

    • Does Lina like English?
    • Does she study every day?

    Important!

    After does, use the basic verb.

    ❌ Does she studies English?
    ✅ Does she study English?

    ❌ Does Lina likes her bicycle?
    ✅ Does Lina like her bicycle?

    7. Negative sentences

    Use don’t or doesn’t.

    I / you / we / they → don’t

    • I don’t like English.
    • They don’t study every day.

    he / she / it → doesn’t

    • She doesn’t like English.
    • Lina doesn’t study every day.

    Again, after doesn’t, use the basic verb.

    ❌ She doesn’t studies English.
    ✅ She doesn’t study English.

    ❌ Lina doesn’t likes her bicycle.
    ✅ Lina doesn’t like her bicycle.

    The most important rule

    Positive sentences:

    I / You / We / They → basic verb

    I study.

    He / She / It → verb + s

    She studies.

    Questions and negatives:

    do / does + basic verb

    Does she study?
    She doesn’t study.

    Remember:

    I study → She studies
    I live → She lives
    I like → She likes
    I have → She has
    I am → She is

    ###################

    Match the words with the definitions

    1. to wake up
    2. a village
    3. good luck
    4. to wear a hat
    5. a fan
    6. clean
    7. to catch something
    8. a spirit
    9. to stay together
    10. a leaf (pl. leaves)
    11. to pray
    12. to stand up
    13. a healthy body
    14. to put food on a table
    15. to throw something
    16. to close one’s eyes
    17. to be called Seblang

    A. to remain with other people
    B. to have a hat on your head
    C. to speak to God
    D. the green part of a plant
    E. to take something with your hands when it comes to you
    F. a small place where people live
    G. something good that you hope happens
    H. to stop sleeping
    I. not dirty
    J. to send something through the air with your hand
    K. a special person or thing that people cannot see
    L. to move from sitting to standing
    M. a body that is well and strong
    N. to place food on a table
    O. to shut your eyes
    P. a small thing you hold and move to make air
    Q. to have the name Seblang

    _____________________

    Answers:
    1-H, 2-F, 3-G, 4-B, 5-P, 6-I, 7-E,
    8-K, 9-A, 10-D, 11-C, 12-L,
    13-M, 14-N, 15-J, 16-O, 17-Q
    ###############

    Match the definitions with the words

    1. to remain with other people
    2. to have a hat on your head
    3. to speak to God
    4. the green part of a plant
    5. to take something with your hands when it comes to you
    6. a small place where people live
    7. something good that you hope happens
    8. to stop sleeping
    9. not dirty
    10. to send something through the air with your hand
    11. a special person or thing that people cannot see
    12. to move from sitting to standing
    13. a body that is well and strong
    14. to place food on a table
    15. to shut your eyes
    16. a small thing you hold and move to make air
    17. to have the name Seblang

    A. a healthy body
    B. to throw something
    C. to stay together
    D. a spirit
    E. to wear a hat
    F. a fan
    G. clean
    H. to catch something
    I. a village
    J. to put food on a table
    K. to close one’s eyes
    L. to be called Seblang
    M. to wake up
    N. good luck
    O. a leaf (pl. leaves)
    P. to stand up
    Q. to pray

    ___________________

    Answers:
    1-C, 2-E, 3-Q, 4-O, 5-H, 6-I, 7-N,
    8-M, 9-G, 10-B, 11-D, 12-P,
    13-A, 14-J, 15-K, 16-F, 17-L

    ##############

    True or false

    1. The dancer wears a big hat with green leaves and flowers.
    2. The Seblang dance is very new.
    3. People catch the flowers that the dancer throws.
    4. Banyuwangi is a city in Java, Indonesia.
    5. The dancer sits on a chair before she dances.
    6. Men play the music while women watch.
    7. People want a clean village.
    8. The dancer holds a small fan.
    9. A man puts rice, fruit, and red flowers on a table.
    10. The dancer dances without music.
    11. In one village, an old man dances.
    12. The dancer throws flowers to the people.
    13. The dancer wears a small blue hat.
    14. Only women and children come to watch the dance.
    15. The dancer stays awake before the spirit comes.
    16. People are happy because the flowers bring bad luck.

    _____________________

    False: 2,6,10,11,13,14,15,16

    _____________________

    Correct version:

    1. The dancer wears a big hat with green leaves and flowers.
    2. The Seblang dance is very new.
      True is: The Seblang dance is very old.
    3. People catch the flowers that the dancer throws.
    4. Banyuwangi is a city in Java, Indonesia.
    5. The dancer sits on a chair before she dances.
    6. Men play the music while women watch.
      True is: Women play the music and sing.
    7. People want a clean village.
    8. The dancer holds a small fan.
    9. A man puts rice, fruit, and red flowers on a table.
    10. The dancer dances without music.
      True is: The dancer dances to the music.
    11. In one village, an old man dances.
      True is: In one village, an old woman dances.
    12. The dancer throws flowers to the people.
    13. The dancer wears a small blue hat.
      True is: The dancer wears a big hat with green leaves and flowers.
    14. Only women and children come to watch the dance.
      True is: Fathers, mothers, and children come to watch the dance.
    15. The dancer stays awake before the spirit comes.
      True is: The dancer closes her eyes and goes to sleep before the spirit comes.
    16. People are happy because the flowers bring bad luck.
      True is: People are happy because the flowers bring good luck.

    ###############

    Match the Sentence Halves

    1. Every year, people in Banyuwangi
    2. People want
    3. Two villages
    4. A man puts food
    5. The dancer wears
    6. The dancer closes her eyes
    7. A spirit comes
    8. Women play music
    9. The dancer throws rice and flowers
    10. Families stay

    A. to the people.
    B. a good life.
    C. and goes to sleep.
    D. a big hat.
    E. on a table.
    F. do this dance.
    G. and sing.
    H. together.
    I. have a special day.
    J. to the dancer.

    ____________________

    Answers:
    1-I, 2-B, 3-F, 4-E, 5-D,
    6-C, 7-J, 8-G, 9-A, 10-H
    ____________________

    Correct version:

    1. Every year, people in Banyuwangi have a special day.
    2. People want a good life.
    3. Two villages do this dance.
    4. A man puts food on a table.
    5. The dancer wears a big hat.
    6. The dancer closes her eyes and goes to sleep.
    7. A spirit comes to the dancer.
    8. Women play music and sing.
    9. The dancer throws rice and flowers to the people.
    10. Families stay together.

    ###############

    Basics of present simple:

    Personal Pronounam / is / are
    Iam8 years old
    Youare8 years old
    Heis8 years old
    Sheis8 years old
    Itis8 years old
    Weare8 years old
    You (plural)are8 years old
    Theyare8 years old
    Personal Pronounam not / is not / are not
    Iam not8 years old
    Youare not8 years old
    Heis not8 years old
    Sheis not8 years old
    Itis not8 years old
    Weare not8 years old
    You (plural)are not8 years old
    Theyare not8 years old

    Question:

    Question WordPersonal Pronoun
    AmI8 years old?
    Areyou8 years old?
    Ishe8 years old?
    Isshe8 years old?
    Isit8 years old?
    Arewe8 years old?
    Areyou (plural)8 years old?
    Arethey8 years old?

    Statement:

    Personal PronounVerb
    Ilikeice cream
    Youlikeice cream
    Helikesice cream
    Shelikesice cream
    Itlikesice cream
    Welikeice cream
    You (plural)likeice cream
    Theylikeice cream

    Negation:

    Personal PronounVerb (negative)
    Ido not likeice cream
    Youdo not likeice cream
    Hedoes not likeice cream
    Shedoes not likeice cream
    Itdoes not likeice cream
    Wedo not likeice cream
    You (plural)do not likeice cream
    Theydo not likeice cream

    Question:

    Do / DoesPersonal PronounVerbSugar?
    DoIlikesugar?
    Doyoulikesugar?
    Doeshelikesugar?
    Doesshelikesugar?
    Doesitlikesugar?
    Dowelikesugar?
    Doyou (plural)likesugar?
    Dotheylikesugar?

    ###############

    Fill in the correct form:

    1. Where ______ (be) Banyuwangi?
      Banyuwangi ______ (be) in Java, Indonesia.
    2. What ______ (be) the dance called?
      The dance ______ (be) called Seblang.
    3. How many villages ______ (do) the dance?
      Two villages ______ (do) the dance.
    4. What ______ (do) the man put on the table?
      The man ______ (put) rice, fruit, and red flowers on the table.
    5. What ______ (do) the dancer wear?
      The dancer ______ (wear) a big hat with green leaves and flowers.
    6. What ______ (do) the dancer do before the spirit comes?
      The dancer ______ (close) her eyes and ______ (go) to sleep before the spirit comes.
    7. Who ______ (play) music and ______ (sing)?
      Women ______ (play) music and ______ (sing).
    8. What ______ (do) the dancer hold?
      The dancer ______ (hold) a small fan.
    9. What ______ (do) the dancer throw to the people?
      The dancer ______ (throw) rice and flowers to the people.
    10. Why ______ (do) people smile?
      People ______ (smile) because the flowers bring good luck.

    ——————————

    Correct answers:

    Where is Banyuwangi?
    Banyuwangi is in Java, Indonesia.

    What is the dance called?
    The dance is called Seblang.

    How many villages do the dance?
    Two villages do the dance.

    What does the man put on the table?
    The man puts rice, fruit, and red flowers on the table.

    What does the dancer wear?
    The dancer wears a big hat with green leaves and flowers.

    What does the dancer do before the spirit comes?
    The dancer closes her eyes and goes to sleep before the spirit comes.

    Who plays music and sings?
    Women play music and sing.

    What does the dancer hold?
    The dancer holds a small fan.

    What does the dancer throw to the people?
    The dancer throws rice and flowers to the people.

    Why do people smile?
    People smile because the flowers bring good luck.

    #################

    Make negative sentences

    1. The dancer wears a small hat.
    2. People want a bad life.
    3. Women play football.
    4. The dancer holds a drum.
    5. Families stay apart.
    6. The man puts vegetables on the table.
    7. The dancer sings alone.
    8. People catch the fruit.

    ________________________

    Correct negations:

    The dancer doesn’t [does not] wear a small hat.

    People don’t catch the fruit.

    People don’t want a bad life.

    Women don’t play football.

    The dancer doesn’t hold a drum.

    Families don’t stay apart.

    The man doesn’t put vegetables on the table.

    The dancer doesn’t sing alone.

    People don’t catch the fruit.

    #################

    Make questions

    1. People want a good life.
    2. The dancer wears a big hat.
    3. Women play music.
    4. The dancer holds a fan.
    5. Families stay together.
    6. A young girl dances in one village.
    7. Banyuwangi is in Java, Indonesia.
    8. The flowers are beautiful.
    9. The dancer throws rice and flowers.
    10. People catch the flowers.

    ________________________

    Correct answer:

    1. Do people want a good life?
    2. Does the dancer wear a big hat?
    3. Do women play music?
    4. Does the dancer hold a fan?
    5. Do families stay together?
    6. Does a young girl dance in one village?
    7. Is Banyuwangi in Java, Indonesia?
    8. Are the flowers beautiful?
    9. Does the dancer throw rice and flowers?
    10. Do people catch the flowers?

    #################

    Choose do, does, is or are

    1. ______ the dancer wear a big hat?
    2. ______ people catch the flowers?
    3. ______ women sing?
    4. ______ the man put food on the table?
    5. ______ families stay together?
    6. ______ the dancer hold a fan?
    7. ______ people want a clean village?
    8. ______ a young girl dance in one village?
    9. ______ Banyuwangi a city in Java?
    10. ______ the flowers beautiful?
    11. ______ the dancer move her arms?
    12. ______ two villages do the dance?
    13. ______ the dancer asleep?
    14. ______ many people watch the dance?
    15. ______ the old woman dance in the other village?
    16. ______ the flowers on the table?
    17. ______ people smile when they catch the flowers?
    18. ______ the dancer wear a big hat?
    19. ______ women play music?
    20. ______ the families together?

    #################

    Correct answer:



    Does the dancer wear a big hat?

    Do people catch the flowers?

    Do women sing?

    Does the man put food on the table?

    Do families stay together?

    Does the dancer hold a fan?

    Do people want a clean village?

    Does a young girl dance in one village?

    Is Banyuwangi a city in Java?

    Are the flowers beautiful?

    Does the dancer move her arms?

    Do two villages do the dance?

    Is the dancer asleep?

    Do many people watch the dance?

    Does the old woman dance in the other village?

    Are the flowers on the table?

    Do people smile when they catch the flowers?

    Does the dancer wear a big hat?

    Do women play music?

    Are the families together?

    #################

    Rewrite the statement as
    a) question:
    b) negation:
    c) negative question:

    1. Banyuwangi is a city in Java, Indonesia.

      YOU WRITE:
      a) Is Banyuwang a city in Java, Indonesia?
      b) Banyuwangi is not a city in Java, Indonesia.
      c) Isn’t Banyuwang a city in Jaca, indonesia?
    2. Two villages do the Seblang dance.
    3. People want a good life.
    4. The dancer wears a big hat.
    5. The dancer has green leaves and flowers on her hat.
    6. Women play music and sing during the dance.
    7. The dancer holds a small fan.
    8. The flowers are a sign of good luck.
    9. Many people watch the dancer.
    10. Families stay together on this special day.

    _________________________

    Correct version:

    1. Banyuwangi is a city in Java, Indonesia.

    a) Is Banyuwangi a city in Java, Indonesia?
    b) Banyuwangi is not a city in Java, Indonesia.
    c) Isn’t Banyuwangi a city in Java, Indonesia?

    1. Two villages do the Seblang dance.

    a) Do two villages do the Seblang dance?
    b) Two villages do not do the Seblang dance.
    c) Don’t two villages do the Seblang dance?

    1. People want a good life.

    a) Do people want a good life?
    b) People do not want a good life.
    c) Don’t people want a good life?

    1. The dancer wears a big hat.

    a) Does the dancer wear a big hat?
    b) The dancer does not wear a big hat.
    c) Doesn’t the dancer wear a big hat?

    1. The dancer has green leaves and flowers on her hat.

    a) Does the dancer have green leaves and flowers on her hat?
    b) The dancer does not have green leaves and flowers on her hat.
    c) Doesn’t the dancer have green leaves and flowers on her hat?

    1. Women play music and sing during the dance.

    a) Do women play music and sing during the dance?
    b) Women do not play music and sing during the dance.
    c) Don’t women play music and sing during the dance?

    1. The dancer holds a small fan.

    a) Does the dancer hold a small fan?
    b) The dancer does not hold a small fan.
    c) Doesn’t the dancer hold a small fan?

    1. The flowers are a sign of good luck.

    a) Are the flowers a sign of good luck?
    b) The flowers are not a sign of good luck.
    c) Aren’t the flowers a sign of good luck?

    1. Many people watch the dancer.

    a) Do many people watch the dancer?
    b) Many people do not watch the dancer.
    c) Don’t many people watch the dancer?

    1. Families stay together on this special day.

    a) Do families stay together on this special day?
    b) Families do not stay together on this special day.
    c) Don’t families stay together on this special day?

    ##################

    Form questions to which the word/s given is/are the answer:

    1. Banyuwangi is in Java, Indonesia.

      YOU WRITE:
      a) Banyuwangi: What is in Java, Indonesia?
      b) Java, Indonesia: Where is Banyuwangi?
    2. The dance is called Seblang.
      a) The dane:
      b) Seblang
    3. Two villages do the dance.
      a) Two villages:
      b) do the dance:
      c) Two:
    4. A young girl dances in one village.
      a) A young girl:
      b) young:
      c) dances in one viallge:
      d) in one village:
    5. An old woman dances in the other village.
      a) An old woman:
      b) old:
      c) dances in the other viallge:
      d) in the other village:
      e) other:
    6. The dancer holds a small fan.
      a) The dance:
      b) holds a small fan:
      c) a small fan:
      d) small
    7. People catch the colourful flowers.
      a) People:
      b) catch the colourful flowers:
      c) the colourful flowers:
      d) colourful:

    ___________________________

    Correct version:

    1. Banyuwangi is in Java, Indonesia.
      a) Banyuwangi: What is in Java, Indonesia?
      b) Java, Indonesia: Where is Banyuwangi?
    2. The dance is called Seblang.
      a) The dance: What is called Seblang?
      b) Seblang: What is the dance called?
    3. Two villages do the dance.
      a) Two villages: Who does the dance?
      b) do the dance: What do two villages do?
      c) Two: How many villages do the dance?
    4. A young girl dances in one village.
      a) A young girl: Who dances in one village?
      b) young: Which girl dances in one village?
      c) dances in one village: What does a young girl do?
      d) in one village: Where does a young girl dance?
    5. An old woman dances in the other village.
      a) An old woman: Who dances in the other village?
      b) old: Which woman dances in the other village?
      c) dances in the other village: What does an old woman do?
      d) in the other village: Where does an old woman dance?
      e) other: Which village does an old woman dance in?
    6. The dancer holds a small fan.
      a) The dancer: Who holds a small fan?
      b) holds a small fan: What does the dancer do?
      c) a small fan: What does the dancer hold?
      d) small: Which fan does the dancer hold?
    7. People catch the colourful flowers.
      a) People: Who catches the colourful flowers?
      b) catch the colourful flowers: What do people do?
      c) the colourful flowers: What do people catch?
      d) colourful: Which flowers do people catch?

    ##################

    Interview – just listen:

    Interviewer: What is the special dance in Banyuwangi called?
    Answer: The special dance is called Seblang.

    Interviewer: Where is Banyuwangi?
    Answer: Banyuwangi is in Java, Indonesia.

    Interviewer: When do people have this special day?
    Answer: People have this special day every year.

    Interviewer: Who dances in one of the villages?
    Answer: A young girl dances in one of the villages.

    Interviewer: Who dances in the other village?
    Answer: An old woman dances in the other village.

    Interviewer: What does the man put on the table?
    Answer: He puts rice, fruit, and red flowers on the table.

    Interviewer: What does the dancer wear?
    Answer: She wears a big hat with green leaves and flowers.

    Interviewer: When does the spirit come?
    Answer: The spirit comes after the dancer goes to sleep.

    Interviewer: Who plays music and sings?
    Answer: Women play music and sing.

    Interviewer: What does the dancer hold?
    Answer: She holds a small fan.

    Interviewer: Why do people smile?
    Answer: They smile because the flowers bring good luck.

    Interviewer: Why do people love this special day?
    Answer: They love it because families stay together.

    ####################

    Final exercise, fill in words below:

    food – together – special – chair – villages – throws – clean – spirit – fan – city – old – leaves

    Every year, people in Banyuwangi have a _____ day. Banyuwangi is a _____ in Java, Indonesia. People do the Seblang dance. Two _____ do the dance. In one village, a young girl dances, and in the other, an _____ woman dances. People want good food, a _____ village, and a healthy body. A man puts _____ on a table and prays. The dancer wears a big hat with green _____ and flowers. She sits on a _____, closes her eyes, and goes to sleep. A _____ comes, and she wakes up and stands up. Women play music and sing. She holds a _____, moves her arms, and _____ rice and flowers. People catch them for good luck. Families stay _____.

    ——————————–

    Correct version:

    Every year, people in Banyuwangi have a special day. Banyuwangi is a city in Java, Indonesia. People do the Seblang dance. Two villages do the dance. In one village, a young girl dances, and in the other, an old woman dances. People want good food, a clean village, and a healthy body. A man puts food on a table and prays. The dancer wears a big hat with green leaves and flowers. She sits on a chair, closes her eyes, and goes to sleep. A spirit comes, and she wakes up and stands up. Women play music and sing. She holds a fan, moves her arms, and throws rice and flowers. People catch them for good luck. Families stay together.

    ##################

    ##################

    ##################

    Please use the box below
    to write your feedback.
    Only I can read it.
    It is not public.

    Please tell me:

    • Are the texts and exercises OK?
    • Are the topics OK?
    • Is the level OK?
    • Is it too easy or too difficult?
    • Do you want texts about other topics?

    Thank you! I appreciate your feedback.

    ##################

    ##################

    ##################

    Remember how babies
    learn a language:

    Babies learn a language by listening.
    They use their ears to hear sounds.
    Their brain remembers these sounds.
    Babies connect sounds with people and things.
    They listen to their parents.
    Then they copy the sounds they hear. They imitate words.
    Slowly, babies learn to speak.

    So,
    LISTEN, LISTEN, LISTEN, LISTEN………………

  • 🌅 🌙A day in the life of a girl in the countryside (text, exercises, sound files, present simple, A1, beginners)🌙🌅

    • Sari and a typical day

    Sari is 10 years old. She lives in a small village in Asia. She lives with her family.

    Sari gets up at about 6 o’clock in the morning. She starts her day early.

    🌅 Morning

    First, Sari helps her family.

    She gets water for the house. She feeds the chickens and ducks. Then she cleans the house.

    Sometimes she helps her mother in the kitchen. She cuts vegetables and helps make breakfast.

    Sari also helps with her little brother or sister.

    Then Sari has breakfast with her family. She often eats rice, vegetables, and fish.

    After breakfast, Sari goes to school. She usually walks to school with other children.

    At school, she learns English, maths, and other subjects. She likes school and likes learning new things.

    ☀️ Afternoon

    At midday, Sari goes home for lunch.

    She has lunch with her family. After lunch, she helps her family again.

    Sometimes Sari works in the fields. Her family grows rice and other food.

    Sari helps with the rice plants. Sometimes she collects vegetables or fruit.

    Sometimes she stays at home. She looks after her little brother or sister.

    After this work, Sari is often tired.

    🌙 Evening

    In the evening, Sari takes a bath.

    Then she helps her mother or grandmother make dinner.

    The family eats dinner together. They talk and laugh.

    After dinner, Sari has some free time.

    She plays with other children. They play outside near their homes.

    Sari also does her homework. She reads her books and writes in her school book.

    At about 8 or 9 o’clock, Sari goes to bed.

    She gets up early the next morning, so she needs to sleep.

    🌅A busy day🌙

    Sari has a busy day.

    She goes to school. She helps her family. She plays with her friends. She does her homework.

    She is tired at the end of the day, but she is happy to be with her family.

    __________________________

    Vocabulary:

    1. Verbs:
    InfinitiveA1 definition
    to beto say what someone or something is
    to liveto have your home in a place
    to get upto leave your bed after sleeping
    to startto begin something
    to helpto do something for someone because they need you
    to getto take or bring something
    to feedto give food to a person or animal
    to cleanto make something not dirty
    to cutto use a knife to divide food or something
    to maketo create or prepare something
    to haveto eat, drink, or own something
    to eatto put food in your mouth and swallow it
    to goto move from one place to another
    to walkto move on your feet
    to learnto get new knowledge or skills
    to liketo enjoy something
    to doto perform an action or activity
    to workto do a job or activity
    to growto make plants produce food; to become bigger
    to collectto take things and bring them together
    to stayto remain in a place
    to look afterto take care of a person or animal
    to taketo move something or someone with you
    to talkto speak with someone
    to laughto make a happy sound
    to playto do something for fun
    to readto look at words and understand them
    to writeto put words on paper or on a screen
    to needto want or require something because it is important
    to sleepto rest with your eyes closed
    to feelto have a feeling or experience something

    2. Others:

    Word / phraseA1 definition
    countrysidean area outside a town or city, with farms, fields, and nature
    a villagea small place where people live, smaller than a town
    a chickena farm bird that gives eggs and can also be food
    a ducka bird that lives near water and can swim
    a kitchena room where people cook food
    vegetablesfood that comes from plants, such as carrots, potatoes, and beans
    a subjectsomething that you learn at school, such as English or maths
    lunchthe meal you eat in the middle of the day
    againone more time
    a rice planta plant that grows rice
    to be tiredto need rest because you have little energy
    a bathwashing your body in a bath with water
    free timetime when you do not work or study and can do what you like

    #################

    Match the verbs with their definitions

    Verbs

    1. to be
    2. to live
    3. to get up
    4. to start
    5. to help
    6. to get
    7. to feed
    8. to clean
    9. to cut
    10. to make
    11. to have
    12. to eat
    13. to go
    14. to walk
    15. to learn


    Definitions

    A. to move on your feet
    B. to give food to a person or animal
    C. to begin something
    D. to put food in your mouth and swallow it
    E. to have your home in a place
    F. to say what someone or something is
    G. to get new knowledge or skills
    H. to do something for someone because they need you
    I. to leave your bed after sleeping
    J. to make something not dirty
    K. to move from one place to another
    L. to create or prepare something
    M. to take or bring something
    N. to eat, drink, or own something
    O. to use a knife to divide food or something

    _____________________

    Answers:
    1-F, 2-E, 3-I, 4-C, 5-H, 6-M, 7-B, 8-J, 9-O,
    10-L, 11-N, 12-D, 13-K, 14-A, 15-G

    ###############

    Match the verbs with their definitions

    Verbs

    1. to like
    2. to do
    3. to work
    4. to grow
    5. to collect
    6. to stay
    7. to look after
    8. to take
    9. to talk
    10. to laugh
    11. to play
    12. to read
    13. to write
    14. to need
    15. to sleep
    16. to feel


    Definitions

    A. to put words on paper or on a screen
    B. to remain in a place
    C. to speak with someone
    D. to do something for fun
    E. to rest with your eyes closed
    F. to enjoy something
    G. to take care of a person or animal
    H. to do a job or activity
    I. to take things and bring them together
    J. to want or require something because it is important
    K. to have a feeling or experience something
    L. to make a happy sound
    M. to move something or someone with you
    N. to perform an action or activity
    O. to look at words and understand them
    P. to make plants produce food or become bigger

    _____________________

    Answers:
    1-F, 2-N, 3-H, 4-P, 5-I, 6-B, 7-G, 8-M, 9-C,
    10-L, 11-D, 12-O, 13-A, 14-J, 15-E, 16-K

    ###############

    Fill in, words below:

    a bath – rice plants – a subject – countryside – again – free time – chickens – lunch – vegetables – be tired –
    the kitchen – a duck –
    a village

    1. Sari lives in the __________ with her family.
    2. She lives in __________ in Asia.
    3. Sari feeds __________ and ducks in the morning.
    4. She also feeds a __________ near her home.
    5. Her mother works in the __________.
    6. Sari cuts __________ to help make breakfast.
    7. English is one __________ at school.
    8. At midday, Sari goes home for __________.
    9. After lunch, she helps her family __________.
    10. Sari helps with __________ in the fields.
    11. After a busy day, Sari can __________.
    12. In the evening, Sari takes __________.
    13. After dinner, Sari has some __________.

    ————————————

    Full version:

    1. Sari lives in the countryside with her family.
    2. She lives in a village in Asia.
    3. Sari feeds a chicken and ducks in the morning.
    4. She also feeds a duck near her home.
    5. Her mother works in a kitchen.
    6. Sari cuts vegetables to help make breakfast.
    7. English is a subject at school.
    8. At midday, Sari goes home for lunch.
    9. After lunch, she helps her family again.
    10. Sari helps with a rice plant in the fields.
    11. After a busy day, Sari can be tired.
    12. In the evening, Sari takes a bath.
    13. After dinner, Sari has some free time.

    ################

    True or false

    1. Sari cleans the house in the morning.
    2. Sari goes to school by bus.
    3. Her family grows rice and other food.
    4. Sari is ten years old.
    5. Sari eats lunch at school.
    6. Sari usually walks to school with other children.
    7. Sari goes to bed at about eleven o’clock.
    8. Sari gets up at about six o’clock.
    9. Sari feeds the family’s dogs and cats.
    10. Sari does her homework in the evening.
    11. Sari lives in a big city.
    12. She often eats rice, vegetables, and fish for breakfast.
    13. Sari studies only English at school.
    14. Sari always works in the fields in the afternoon.

    ______________________

    False: 2,5,7,9,11,13,14

    ______________________

    Correct answers:

    1. Sari cleans the house in the morning.
    2. Sari goes to school by bus. True is: Sari usually walks to school with other children.
    3. Her family grows rice and other food.
    4. Sari is ten years old.
    5. Sari eats lunch at school. True is: Sari goes home for lunch.
    6. Sari usually walks to school with other children.
    7. Sari goes to bed at about eleven o’clock. True is: Sari goes to bed at about 8 or 9 o’clock.
    8. Sari gets up at about six o’clock.
    9. Sari feeds the family’s dogs and cats. True is: Sari feeds chickens and ducks.
    10. Sari does her homework in the evening.
    11. Sari lives in a big city. True is: Sari lives in a small village in Asia.
    12. She often eats rice, vegetables, and fish for breakfast.
    13. Sari studies only English at school. True is: Sari learns English, maths, and other subjects at school.
    14. Sari always works in the fields in the afternoon. True is: Sometimes Sari works in the fields, and sometimes she stays at home.

    #################

    Multiple choice – choose the correct answer.

    1. How old is Sari?
      a) 8 years old
      b) 10 years old
      c) 12 years old
    2. Where does Sari live?
      a) In a small village
      b) In a big city
      c) In a hotel
    3. What does Sari get in the morning?
      a) Water
      b) Milk
      c) Tea
    4. What animals does Sari feed?
      a) Cats and dogs
      b) Chickens and ducks
      c) Cows and horses
    5. What does Sari often eat for breakfast?
      a) Rice, vegetables, and fish
      b) Bread, cheese, and eggs
      c) Soup, meat, and fruit
    6. How does Sari usually go to school?
      a) By bus
      b) By bicycle
      c) On foot
    7. What subjects does Sari learn at school?
      a) English and maths
      b) Music and art
      c) History and science
    8. What does Sari sometimes do in the fields?
      a) She grows flowers.
      b) She helps with rice plants.
      c) She plays football.
    9. Who does Sari sometimes look after?
      a) Her little brother or sister
      b) Her teacher
      c) Her neighbour
    10. What does Sari do after dinner?
      a) She goes to school.
      b) She goes to work.
      c) She has free time, plays, and does her homework.

    ____________________________

    Answers:
    1. b, 2. a, 3. a, 4. b, 5. a, 6. c, 7. a, 8. b, 9. a, 10. c
    ____________________________

    Correct version:

    1. How old is Sari? – 10 years old
    2. Where does Sari live? – In a small village
    3. What does Sari get in the morning? – Water
    4. What animals does Sari feed? – Chickens and ducks
    5. What does Sari often eat for breakfast? – Rice, vegetables, and fish
    6. How does Sari usually go to school? – On foot
    7. What subjects does Sari learn at school? – English and maths
    8. What does Sari sometimes do in the fields? – She helps with rice plants
    9. Who does Sari sometimes look after? – Her little brother or sister
    10. What does Sari do after dinner? – She has free time, plays, and does her homework

    ####################

    Who? What? When? Where? Short answers:

    1. Who lives with Sari?

      YOU WRITE:
      Her family
    2. Who does Sari sometimes help in the kitchen?
    3. What does Sari get for the house?
    4. What does Sari feed in the morning?
    5. When does Sari go home for lunch?
    6. Where does Sari usually eat lunch?
    7. What does Sari help with in the fields?
    8. Who does Sari sometimes look after?
    9. When does Sari take a bath?
    10. What does Sari do before she goes to bed?

    __________________________

    Correct answers:

    1. Who lives with Sari? – Her family
    2. Who does Sari sometimes help in the kitchen? – Her mother
    3. What does Sari get for the house? – Water
    4. What does Sari feed in the morning? – Chickens and ducks
    5. When does Sari go home for lunch? – At midday
    6. Where does Sari usually eat lunch? – At home
    7. What does Sari help with in the fields? – Rice plants
    8. Who does Sari sometimes look after? – Her little brother or sister
    9. When does Sari take a bath? – In the evening
    10. What does Sari do before she goes to bed? – Her homework

    ##################

    Match the two halves:

    First half

    1. Sari gets up
    2. She feeds
    3. Sari cleans
    4. She has breakfast
    5. Sari walks to school
    6. She helps
    7. Sari takes a bath
    8. She plays
    9. Sari reads
    10. She goes to bed

    Second half

    A. with her family.
    B. her books.
    C. at about 8 or 9 o’clock.
    D. the house.
    E. with other children.
    F. her little brother or sister.
    G. chickens and ducks.
    H. in the evening.
    I. with other children outside.
    J. at about 6 o’clock.

    _________________________

    Answers:
    1-J, 2-G, 3-D, 4-A, 5-E, 6-F, 7-H, 8-I, 9-B, 10-C
    _________________________

    Correct sentences:

    1. Sari gets up at about 6 o’clock.
    2. She feeds chickens and ducks.
    3. Sari cleans the house.
    4. She has breakfast with her family.
    5. Sari walks to school with other children.
    6. She helps her little brother or sister.
    7. Sari takes a bath in the evening.
    8. She plays with other children outside.
    9. Sari reads her books.
    10. She goes to bed at about 8 or 9 o’clock.

    ##################

    Put each activity in the correct part of the day:
    morning / afternoon / evening.

    1. She takes a bath.

      YOU WRITE:
      Evening
    2. She feeds the chickens and ducks.
    3. She sometimes works in the fields.
    4. She gets water for the house.
    5. She does her homework.
    6. She has lunch with her family.
    7. She goes to school.
    8. She plays with other children.
    9. She looks after her little brother or sister.

    ______________________

    Correct answers:

    1. She takes a bath. – Evening
    2. She feeds the chickens and ducks. – Morning
    3. She sometimes works in the fields. – Afternoon
    4. She gets water for the house. – Morning
    5. She does her homework. – Evening
    6. She has lunch with her family. – Afternoon
    7. She goes to school. – Morning
    8. She plays with other children. – Evening
    9. She looks after her little brother or sister. – Afternoon

    ###############

    Find the word in the text:

    1. Find a word for a place outside a town or city.

      YOU WRITE:
      countryside
    2. Find a word for a small place where people live.
    3. Find a word for a room where people cook.
    4. Find a word for food from plants.
    5. Find a word for the meal you eat in the middle of the day.
    6. Find a word for one more time.
    7. Find a word for a plant that grows rice.
    8. Find a word for time when you do not work or study.
    9. Find a word for washing your body in a bath.
    10. Find a word for needing rest because you have little energy.

    ____________________

    Correct answers:

    1. Find a word for a place outside a town or city. → countryside
    2. Find a word for a small place where people live. → village
    3. Find a word for a room where people cook. → kitchen
    4. Find a word for food from plants. → vegetables
    5. Find a word for the meal you eat in the middle of the day. → lunch
    6. Find a word for one more time. → again
    7. Find a word for a plant that grows rice. → rice plant
    8. Find a word for time when you do not work or study. → free time
    9. Find a word for washing your body in a bath. → bath
    10. Find a word for needing rest because you have little energy. → tired

    ##############

    Find the word that is different from the other three.

    1. rice – school – fish – vegetables
    2. chicken – duck – maths – fish
    3. kitchen – morning – afternoon – evening
    4. English – maths – rice – school
    5. mother – vegetables – grandmother – brother
    6. play – read – fish – write
    7. lunch – chicken – duck – rice
    8. countryside – village – homework – fields

    __________________

    Correct version:

    1. rice – school – fish – vegetables
      School is the odd one out because the other three are food.
    2. chicken – duck – maths – fish
      Maths is the odd one out because the other three are animals.
    3. kitchen – morning – afternoon – evening
      Kitchen is the odd one out because the other three are parts of the day.
    4. English – maths – rice – school
      Rice is the odd one out because the other three are connected with school.
    5. mother – vegetables – grandmother – brother
      Vegetables are the odd one out because the other three are family members.
    6. play – read – fish – write
      Fish is the odd one out because the other three are activities.
    7. lunch – chicken – duck – rice
      Lunch is the odd one out because the other three are things you can eat.
    8. countryside – village – homework – fields
      Homework is the odd one out because the other three are places.

    #############

    Present simple – A1 basics

    We use the Present Simple for things that happen regularly, every day, or are generally true.

    1. Positive statements

    With I / you / we / they, use the verb in its basic form.

    • I live in a village.
    • You go to school.
    • We eat lunch at home.
    • They play outside.

    With he / she / it, we usually add -s to the verb.

    • Sari lives in a village.
    • She goes to school.
    • She eats breakfast.
    • She plays outside.

    2. Negative statements

    Use do not (don’t) with I / you / we / they.

    • I don’t live in a city.
    • We don’t eat lunch at school.
    • They don’t play inside.

    Use does not (doesn’t) with he / she / it.

    • Sari doesn’t live in a city.
    • She doesn’t go to school by bus.
    • She doesn’t eat lunch at school.

    Important: After doesn’t, use the basic verb.

    ❌ She doesn’t goes to school.
    ✅ She doesn’t go to school.

    3. Questions

    Use Do with I / you / we / they.

    • Do you live in a village?
    • Do they go to school?
    • Do you eat rice?

    Use Does with he / she / it.

    • Does Sari live in a village?
    • Does she go to school?
    • Does she eat rice?

    Important: After does, use the basic verb.

    ❌ Does she goes to school?
    ✅ Does she go to school?

    4. Short answers

    Do you…?

    • Yes, I do.
    • No, I don’t.

    Does she…?

    • Yes, she does.
    • No, she doesn’t.

    Simple pattern

    SubjectPositiveNegativeQuestion
    II live.I don’t live.Do I live?
    You (singular)You live.You don’t live.Do you live?
    HeHe lives.He doesn’t live.Does he live?
    SheShe lives.She doesn’t live.Does she live?
    ItIt lives.It doesn’t live.Does it live?
    WeWe live.We don’t live.Do we live?
    You (plural)You live.You don’t live.Do you live?
    TheyThey live.They don’t live.Do they live?
    SubjectPositiveNegativeQuestion
    II am.I am not.Am I?
    You (singular)You are.You are not.Are you?
    HeHe is.He is not.Is he?
    SheShe is.She is not.Is she?
    ItIt is.It is not.Is it?
    WeWe are.We are not.Are we?
    You (plural)You are.You are not.Are you?
    TheyThey are.They are not.Are they?

    Remember

    He / she / it → verb + s

    does / doesn’t → basic verb

    • She walks to school.
    • She doesn’t walk to school.
    • Does she walk to school?

    #############

    Interview about Sari’s life

    1. How old is Sari?
      – She is 10 years old.
    2. Where does Sari live?
      – She lives in a small village in Asia.
    3. Who does Sari live with?
      – She lives with her family.
    4. What time does Sari get up?
      – She gets up at about 6 o’clock.
    5. What does Sari do in the morning?
      – She helps her family.
    6. What animals does Sari feed?
      – She feeds chickens and ducks.
    7. What does Sari eat for breakfast?
      – She often eats rice, vegetables, and fish.
    8. How does Sari go to school?
      – She usually walks to school.
    9. What does Sari learn at school?
      – She learns English, maths, and other subjects.
    10. What does Sari do in the afternoon?
      – She helps her family and sometimes works in the fields.
    11. What does Sari do in the evening?
      – She takes a bath, plays, and does her homework.
    12. What time does Sari go to bed?
      – She goes to bed at about 8 or 9 o’clock.

    ###################

    Rewrite the interview, one question and answer after the other, make any changes necessary:

    1. How old are you, Sari?
      – I am 10 years old.
    2. Where do you live, Sari?
      ________________

    —————————————

    Correct version:

    1. How old are you, Sari?
      – I am 10 years old.
    2. Where do you live, Sari?
      – I live in a small village in Asia.
    3. Who do you live with?
      – I live with my family.
    4. What time do you get up?
      – I get up at about 6 o’clock.
    5. What do you do in the morning?
      – I help my family.
    6. What animals do you feed?
      – I feed chickens and ducks.
    7. What do you eat for breakfast?
      – I often eat rice, vegetables, and fish.
    8. How do you go to school?
      – I usually walk to school.
    9. What do you learn at school?
      – I learn English, maths, and other subjects.
    10. What do you do in the afternoon?
      – I help my family and sometimes work in the fields.
    11. What do you do in the evening?
      – I take a bath, play, and do my homework.
    12. What time do you go to bed?
      – I go to bed at about 8 or 9 o’clock.

    ##################

    ##################
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    ##################

    ##################

    ##################

    Remember how babies
    learn a language:

    Babies learn a language by listening.
    They use their ears to hear sounds.
    Their brain remembers these sounds.
    Babies connect sounds with people and things.
    They listen to their parents.
    Then they copy the sounds they hear. They imitate words.
    Slowly, babies learn to speak.

    So,
    LISTEN, LISTEN, LISTEN, LISTEN………………