Sunday, May 8, 2011

Lesson Plan on WH-Questions

Form: 2                                                                                         
Level: Upper Intermediate                                                                         
Theme: People
Topic: Grammar- WH-Questions
Objective: To teach students on the purpose of WH-questions and their usage in sentences.

Learning Outcomes: At the end of the lesson, students should be able to:
  1. Identify and classify the different WH-questions by finding the correct match. (answer)
  2. Construct correct sentences using the WH-questions.
Moral Values: 
  1. Cooperation
  2. Sharing ideas and thoughts
Educational Emphasis:
  1. Critical thinking skills
  2. Learning how to learn skills
Teaching Aids: sticky notes

Language Content:
1. Language for Informational Use
2. Language for Interpersonal Use

Teaching Procedure:

Instructional Activity
Set Induction
1.      Teacher greets students.
2.      Teacher informs the class that they will be learning about WH-questions.
3.      Teacher asks the students whether they have heard about it before.
4.      Teacher asks the students to say the WH-questions out loud.
Activity 1
1.      Teacher lists down the WH-questions.
2.      Teacher discusses with students on what the WH-questions indicate.
3.      Teacher makes sure the students understand the purposes of the WH-questions.

Activity 2
1.      Teacher informs the students that they will be doing an activity which requires them to move about.
2.      Teacher explains about the activity to the students.

There are 11 questions involving the usage of WH and 11 answers to the questions. The teacher will randomly give out the questions and answers, which are written on sticky notes to the students. What they have to do is find their partner to form a pair and complete the question and answer set.

3.      Teacher starts the game.
4.      Teacher monitors students’ progress and stops the game once everyone has found their partner.
5.      Teacher instructs the students to read out their question and answer set one by one.
6.      Teacher corrects any mistakes.

Activity 3
1.      Teacher now instructs every pair to write sentences based on the WH-questions in their grammar book.
2.      Teacher allocates time for them to discuss and write.
3.      Teacher asks a pair to present their sentences (questions)
4.      Teacher corrects any mistakes.
1.      Teacher asks the students what do they think of the lesson and what have they learned.
2.      Teacher recaps and concludes the lesson.

1.       What time did you come home last night?
2.       When do you do your homework?
3.       What is that?
4.       How did you feel after the accident?
5.       Who came to the party alone?
6.       Which one do you like?
7.       Why are you smiling?
8.       Where is your house?
9.       Who has my bag?
10.   What are you doing?
11.   When is Miss Nashrah leaving?

1.       I came home at 11 p.m.
2.       I do my homework at night.
3.       That is an English book.
4.       I felt traumatized.
5.       Zafirah came to the party alone.
6.       I like the red blouse better than the blue one.
7.       Because I am happy to see you.
8.       Where is your house?
9.       Hafidzin has your bag.
10.   I am participating in Miss Nashrah’s activity.
11.   She is leaving this Friday.

Saturday, May 7, 2011

Comparatives vs. Superlatives

Comparatives and superlatives fall under the category of "adjectives". Their function is to show the comparison between one thing and another. Here are simple explanations on how to differentiate the usage of comparative and superlative, taken from ESLBase. 

One syllable adjectives
Comparative: add er (cheaper)
Superlative: add est (the cheapest)

One syllable adjectives ending in 'e'
Comparative: add r (nicer)
Superlative: add st (the nicest)

One syllable adjectives ending in consonant - vowel - consonant
Comparative: add consonant + er (hotter)
Superlative: add consonant + est (the hottest)

Two syllable adjectives ending in 'y'
Comparative: replace 'y' with ier (happier)
Superlative: replace 'y' with iest (the happiest)

Two or more syllable adjectives
Comparative: add more / less (more / less beautiful)
Superlative: add the most / the least (the most / least beautiful)

Irregular adjectives
good - better - the best
bad - worse - the worst
far - further - the furthest

However, students can easily confuse the usage of both forms. Here are common errors people make.

Bigger vs. Biggest
Don't say: Which of these two guys has the biggest feet?
Say instead: Which of these two guys has the bigger feet?
Why?: You need to use the comparative form when comparing two things.

Less vs. Least
Don't say: Of all the movies, that one seems less deserving of the award.
Say instead: Of all the movies, that one seems least deserving of the award.
Why?: "Of all the movies" indicates that there are more than two movies, thus the superlative form "least" is used.

Better vs. Best
Don't say: The best of the two golfers actually lost the game.
Say instead: The better of the two golfers actually lost the game.
Why?: "Better" is the comparative form to compare two things.

More vs. Most
Don't say: I think he's more smarter when he's at the office.
Say instead: I think he's smarter when he's at the office.
Why?: "More" is the comparative and "most" is the superlative. You must use "more" and "most" with modifiers that don't have "-er" and "-est" forms. You say "more intelligent" or "most intelligent", not "intelligenter" or "intelligentest". You should never, ever add "-er" or "-est" endings to a word that you're also modifying with "more" or "most". It is never "more smarter" or "most smartest", because then you have two words doing the same job. More examples;

She is the prettiest of all their children.
She is the most beautiful of all their children. 

This is the most vicious review I've ever read.
This is the cruelest review I've ever read.

His story was shorter than Tom's.
His story was more interesting than Tom's.

Try this little test to know whether you have understood this well :)

Pick the correct choice.
  1. Both professors had published a book that week, so they spent the entire evening arguing over which book was (bigger, biggest).
  2. Which of the Three Stooges has the (bigger, biggest) following among males?
  3. Of all their 6 cats, I think Fluffy is (less, the least) likely to do something embarrassing in front of Aunt Nini.
  4. Ronaldo couldn't decide between his two evil schemes; the first was (less, the least) difficult, but the second was (more, the most) fiendish.
  5. Rory will be (happier, more happier) when the kids are out of the house and she can rest all day.
  6. It was the (tastiest, most tastiest) anchovy-and-onion pizza they had ever eaten. 
Answers are in the comment section!

Thursday, May 5, 2011


I am singing along and swaying from side to side watching this video! Cute and informative indeed. Click play!

Okay, basically adjectives are words to describe nouns (person, animal, things or places). For example;

friendly girl
ugly bear
beautiful mosque

However, there are various kinds of adjectives.

1. An adjective which tells us about the quality of the noun.
For example: the blue sky, a big house, a square table, a cold morning.
2. An adjective which tells us about the quantity of the noun.
For example: 
The zoo has many animals.
The pen has not much ink left.
3. An adjective which tells us about the ownership of the noun.
For example: 
That is my dog.
Those are their bicycles.
4. An adjective which poses question in an ‘interrogative’ manner.
For example: 
Which school do you go to?
Whose car is this?
5. An adjective which specifies a noun.
For example: 
This boy is a member of the club.
That girl is my sister.
¨ Adjectives which end in ‘-ing’, e.g. an interesting film, an amazing player, anannoying habit,
¨ Adjectives which end in ‘-ed, e.g. the damaged goods, the escaped prisoners, improved version.

Now, how about for some exercises?
Click here, here and here in order to know whether you've got it down pat! ;)

Worksheet: Simple Present and Past Tense

Dear students, you have learned about the two tenses. Now it is time to test your knowledge!

Simple Past Tense

You have learned about simple present tense and I bet you have mastered it in style of course ;) Now, it is time for you to know simple past tense. This is taken from the BBC website.


The tense of a verb tells us when the action was done. The action can be done in the past, present or future.
When do I use the past tense?
There are many ways of talking about the past in English, but the two main ones are the simple past and the continuous past.
1. Simple past

Use the simple past form of a verb when you are talking about an action that took place at a specific point in the past and that is now finished.
e.g. I kicked the ball and scored a goal.
I walked the dog yesterday.
went to Florida last year.
NOTE! The simple past is formed in different ways for regular and irregular verbs. For regular verbs there is a rule, but irregular verbs just have to be learned!
Simple past rules
e.g. 'I live in London now, but I lived in France for five years' = regular simple past tense
'I normally go to work by bus, but yesterday I went in the car' = irregular simple past tense

Wednesday, May 4, 2011

Simple Present Tense

Ahh, the subject of simple present tense. It is very easy to understand and use, yet people still confuse it with past or continuous tense. This is a very easy explanation, taken from the BBC website.

The simple present

The tense of a verb tells us when the action was done. The action can be done in the past, present or future.

Moving from past to future

When do I use the present tense?
There are two types of present tense -

1. Present simple

Use the present simple form of a verb when
  • The action takes place now.
    e.g. I want you to help me now.
  • The action is something that happens regularly.
    e.g. I walk the dog everyday.
  • You are describing things that are generally true.
    e.g. Train travel is expensive.
NOTE! When it is 'he''she' or 'it' doing the action, remember to add 's''es' or change the 'y' to 'ies'.

  • I like football, we like football, he likes football.
  • I always try hard, we always try hard, she always tries hard.
  • I watch a lot of films, we watch a lot of films, he watches a lot of films.
  • I seem OK, we seem OK, it seems OK.