Class Plan 6 May, 2015

It poured rain last night.  There was a lot of rain!  My yard is still very wet.  It is clearing up, but it is overcast and cloudy.  I can see blue sky between some of the clouds.  The sun is not shining.  It is still behind the clouds.

Today we will be engaged in activities and some verbal work.  The writing will take up much of the class.

  1. Finish the second Irregular Verbs worksheet and puzzle ADD LINK TO POST for worksheets
  2. Verbal review using verbs from worksheets, definitions – not translations!
  3. Continue writing about the photo, in notebooks: ADD LINK TO PHOTO
  • Review some key words/phrases from last class about the photo, via questions and discussion.  Expand verbal answers and responses into complete sentences.
  • Demonstrate on the board how to link answers to questions into a paragraph.
  • Get either complete answers with punctuation, or ideally sentences linked together – introduce this as step 2
  • Check for and edit for errors
  • Enter work on website ADD PAGE LINK to photo on forum
Future: prepare something about the Nepal earthquakes.  See Breaking News English for text and video – level 2 or 3.

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Class Notes 15 April, 2015

To Have

Simple past, present and futureUses of “have”

Irregular Verbs:

What are irregular verbs?

Most verbs in the English language take -ed to form the past tense and the past participle forms.  For example:

  • I worked in New York for many years.
  • I have worked in New York for thirty years.

Some verbs are irregular, which means they don’t follow the usual -ed pattern.  In fact, irregular verbs are more a matter of vocabulary memorization than grammar, and so you must simply work towards memorizing the words.  Here are a few examples of irregular verbs:

  • Thomas swam in the lake every summer afternoon.
  • I had forgotten my lunch appointment, so I got to the restaurant thirty minutes late.
  • Our teacher taught us about irregular verbs yesterday.

Here’s a list of many irregular verbs.  The ones marked with the following symbol ( ο ) are more often used, and should perhaps first be studied.

Links to grammar explanation handout and graded worksheets (word search):

Find above at

Link to my webpage, long list of irregular verbs:

Computer Lab:

maybe not – Past Participle exercise

This is a note for me, not to present the class in total.

To Have – Auxiliary Verb

Have is used as an auxiliary verb in the perfect tenses. Remember that the auxiliary verb takes the conjugation in English, so the verb have will change depending on the tense. Here is a quick review of the tenses that use have as an auxiliary verb:

Present Perfect: He has been to Georgia twice.

Present Perfect Continuous: They have been waiting for over an hour.

Past Perfect: He had already eaten when she arrived.

Past Perfect Continuous: Jane had been working for two hours when he telephoned

Filed under: Class Plan Tagged: auxiliary verbs, have, to have

Class | 1 April, 2015

This is an out line of what we covered. I had more details, we worked on many examples and other things as they came up.

I asked about Monday’s class. What they did.


We reviewed the basics of what we have long been doing: (for new student)

  • Simple present, past and future
  • Progressive past, present and future – stressed only To Be changes for the tense. To Be + -ing of verb.
  • Regular and irregular verbs – need to start presenting irregular verbs!
  • To Like: it needs an object. You should never say “I like.” – even in conversation when we know what you are referring to. You like something, someone, or at the least use ” it”.


We continued Comparative and Superlative.


  • Must have at least two things, or more, to compare
  • Using “than”
  • Examples as a class, including -y to -ier as in tiniest


  • You can only have one, “the best” “the shortest” “the nicest”
  • Using “the”
  • Examples as a class, including, -y to -iest

Long Words

(New student brought this up. Excellent!). Noted that most long, multi-syllable, words do not follow this format. Instead they use words like:

  • Some, many, more than, much more than, the most


I just said Objects. I didn’t go into terminology with Direct Objects etc.


Direct Objects

The subject controls the verb/action/does something, something/someone receives the action.

  • He hit my dog. (Not!) Have examples of hit: hit song, hit a car, hit the ball, hit the mark, etc.
  • She threw a ball.
  • They play games.

Objects of Prepositions

  • At, with, to
  • Not sure what I did here – notes are vague. Let’s make something up…
  • She played with him. She talked to him.
  • The dog barked at a squirrel.


  • When they receive the verb action, including with prepositions (see above).
  • me, you, him, her, it, us, them, you
  • I like her.
  • She hit him. (A lot of violence today! Hit is easiest to demonstrate.)

They liked this class a lot.


  • Create online exercises for Comparative and Superlative – done.
  • Remember to prepare Irregular Verbs – some learning, portable practice, format. Cards? Online cards? Both?

Filed under: Class status, Lecture, To Do Tagged: adjectives, comparative, direct objects, future, objects, past, progressive present, Simple Present, superlative, verbs

Class 25 March, 2015

Sunny, breezy, and a little humid today.  Full class.

Conclusion: Did not go to plan at all today.  Saved original plan to repost separately.

We went through thoroughly, with each S giving examples and answering questions.

Class 25 March, 2015


When we say the date we use ordinal numbers, but we do not write them: we say March 25th, we write March 25.
When we say the year we use pairs:  2015 is 20-15 twenty fifteen, 1972 is 19-72 nineteen seventy-two.

What day is it?  This means, “what day of the week is it?”.
Today is Wednesday.

What is the date?  What is the date today?  This is asking about the month, and day in numbers.  That is the date.
Today is March 25(th).  You usually do not need to say the year in conversation.

When were you born?  I was born on November 25(th), 1972.

When is your birthday?   My birthday is on November 25(th).

What month is your birthday?  My birthday is in November.

What month were you born?   I was born in November.

What year were you born?  I was born in 1972.

When do you have class?  I have class on Wednesdays.  I have class every Wednesday.

When do you get up in the mornings?

When do you go to bed?



Some review from Monday class: prepositions of time with in, at, on
We reviewed their homework from Monday – the first section.

We need to do this again next week as written here:

  • in – (time of day, days, weeks) months and years
  • on – a day or date
  • at – specific time, clock times

I was born in 1972.  I was born in November.
I was born on November 23.  I was born on a Tuesday.
I was born in the morning.I was born at 7:30 a.m.
I was born at midnight.

Create exercises for prepositions of time next class.

Tongue Twister

“Whether the weather is warm, whether the weather is hot, we have to put up with the weather, whether we like it or not.”


  • Whether and weather pronounced the same – and are not water or wetter.  Whether/weather are not related.
  • Whether is similar to if.   Whether is used with “or not”.  Do not worry about using “whether”.
  • “Put up with” – tolerate.  This is the simple present, meaning in general.
    I put up with traffic when I drive to class.  I put up with stupid people. :)


whatever else I may have forgotten.


Computer Lab

G and S:

We added this, listen, read, word search for plural forms – do more of these:

Y: The Red Ball exercises. Cloze and sentence order.





Class 25 March, 2015 was originally published on Notes for Class

Filed under: Class status, crosspost, Lecture Tagged: computer lab, crosspost, dates, prepositions, prepositions of time, Tongue-twister

In Class Mar11, 2015

A great day! S came back to class. So we’re 4 today. It was free form today. Nothing went as planned, didn’t make it from the first thing:

Review Monday: I got sidetracked from this.
What did you do in class Monday?

We listened to a song.
Who was the artist? Pink
What was the song title? Who Knew
What was the song about? Per Y – lovers.

class 4 March, 2015

Rats! I hit delete and lost the day.  I do remember it was rainy and warm.  Crazy, heavy, misty rain.  Like being in a cloud.


The key is, in this case – today, is to stretch out the long vowel sounds.  Not choppy,  like they speak in Spanish.
  • Lots on chip v cheap, slip v sleep, fit v feet
  • Practiced “er”, especially at the end of words (-er, not -or)
    I hate that -er sound, but it’s an important one if you want to be well understood.
We need to do more next, if not each, class – review and more difficult ones.
Were v. Wore,  Warm v. Worm, Hot v. Hat, Caught v. Cat, Hate v. Heat, Hit v. Heat, Neck v. Nick
Vowel Sounds A,E,I,O,U
We did several examples of each.
Including a note that in English you do not always pronounce each letter, especially vowels that are together.
Long v. Short
Name v. Nap
Sleep v. Slept
Time v. Tin
Coat v. Cot 
Cute v. Cut

Computer Lab

Hungry Birds reading passage.

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18jan 2015 Class

Gorgeous chilly, sunny, day!  Though it did warm up this afternoon.  Both Ss today, Y and G.

The Story

A One-Mile Race continued 

  • Each S read the entire story aloud.
  • I asked questions – Who did what? Etc.
  • S used the index cards – in order of the story – to retell the story.


Simple question and answer formation.

Reverse subject verb order.

I asked a question – Ss formed the answers.  Based on the story.

Were there girls in the race?
No, there were no girls in the race. 

Was the race a six-mile race?
No, the race was a one-mile race.

I asked generic questions. Ss form answers. And change person to I.

Are you sleepy?
No, I am not sleepy. 

Are you hungry?
Yes, I am happy.

I present statements, Ss form questions.  Simple subject verb switch, and person.
i am tired.
Are you tired?

Do in questions

Simple Present vs Present Continuous – in general vs right now

What are you doing?  (Meaning right this moment).
i am teaching.
i am studying English.
i am mopping the floor. 

Also can be used for the future
What are you doing __future time__?  
What are you doing tomorrow?

Simple Present Do

What do you do?  This typically is referring to occupation when asked alone.

What do you do on Wednesdays?  In general, each Wednesday past, present and future.
i study English on Wednesdays.

What do you do every day?
I mop the floor every day. 

Simple Past Do/Did

What did you do?  The past is indicated by “did”.

What did you do on Monday?  Use time words again.
i studied Enlgish on Monday.

What did you eat yesterday?  You do not change the verb tense of the other verbs in the question.
i ate chicken for dinner.  You use the past, without do, for the answers.

What did you drink yesterday? 
I drank coffee with dinner.

Yesterday, I ate bread and drank coffee.


Spatial and question/answer forms.

What is this?  About something I am near.
That is a door.

What is that?  I point to something away from me, near a S.
This is my cell phone. 


Started to do Ventures Workbook pg 6, but taught from charts on page 121.

Do Workbook page 6 next class.  Make photocopies of page for Ss.

Create wordsearch using infinitives.  Ss to find tenses in puzzles – the answer is not given as clues.

My sites were unavailable mid-session.  Change site host today: done!

Find or create paragraph from Vatican Paintings.  Create comprehension quiz.

Computer Lab

Continued with last lab.

Y did cloze sentences and sentence word order – skipped crossword puzzle.

G finished dictation, the final segment of the last lab. Went on to do wordsearch puzzles on my site and another story to do the dictation segment.


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Class | 11feb 2015

Today we focus on one story.  We will do activities in class and the computer lab.  A One-Mile Race from


  • Present the vocab list on the board.
  • Ss will write the words in their notebooks.
  • Review verbally for comprehension
    • Ask which words are unfamiliar
    • Ask Ss to explain/define or translate familiar words
  • Ss write vocab on index cards – English one side, translate if needed.
  • Spread cards out on desk
  • As I read the story aloud, Ss place cards in order they appear in story.  We do this together, I check off each word on the board as we go.

Vocabulary List for A One-Mile Race


The Story

A One-Mile Race

There is a race today. He puts on his shorts. He puts on his sneakers. He goes to the track. It is a one-mile race. Other boys show up at the starting line. The race starts. All the boys run fast. They run around the track four times. The race ends. He comes in third place.

Computer Lab

Go to A One-Mile Race on to hear the story.

Do the exercises below:

  • Cloze – fill in the words
  • Crossword – a puzzle, use the vocabulary words
  • Sentences – make a correct sentence
  • Dictation – listen and write what you hear

Comprehension: Quiz on my site



  • G finished all, except Comprehension Quiz – will do it at home.
  • Y had to leave at 2 – working on Crossword

Next Class

  • Ss retell story using index cards
  • Finish lab – (and something new for G)

Class | 11feb 2015 was originally published on Notes for Class

Filed under: Class Plan Tagged: class, crosspost, lab, story