Working Hard English Language Worksheet - Unit 3 Page 7
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13Grammar
OBJECTIVES
Warm-Up
have to
Invite two volunteers to stand in different parts of the classroom and put on
has to
blindfolds or close their eyes. Say: We want these two friends to find each other.
Ask: What do they have to do? Model: [Student’s Name] has to take two steps
What does he/she have to do?
He/She has to feed the dog.
forward. [Student’s Name] has to turn to his or her right. Have students give
always,
directions until the two students touch hands. Repeat the activity with other
usually, sometimes,
What do you/we/they have to do?
I/We/They have to feed the dog.
volunteers.
never
Using Page 31
12
Key Vocabulary
Complete the dialogues.
Verbs:
12
Complete the dialogues.
1. A: What
you have to do in the morning?
Explain the lesson objective—students will talk about chores and other
activities using has to and have to. They will also talk about how often these
INVOLVE
B: I
make my bed every morning.
Adverbs:
activities are done using always, usually, sometimes, and never.
Have a volunteer read the text in the grammar box aloud. Model reading the
2. A: What
Ted have to do after school?
Materials
sentences: What does he have to do? He has to feed the dog.
B: Ted
go shopping with his mom.
Read the directions aloud. You may wish to complete the first dialogue as
a class.
3. A: What
Camilla and Susie have to do this evening?
Review the answers as a class. (Answers: 1. A: do B: have to, 2. A: does B: has to,
MONITOR
3. A: do B: have to)
B: They
study for a test.
WB
Have students write do, does, has to, have to on index cards. Tell
students that they can complete all of the sentences in Activity
always
I/You/We/They
wash the dishes.
12 with one of these choices. Have students try all four choices in
usually
each sentence to find the one that is correct.
sometimes
He/She
takes out the trash.
never
Discuss and review any errors in understanding.
ASSIST
13
Look at the chart below. Write sentences about Leo.
13
Look at the chart below. Write sentences about Leo.
Read the directions with students. Check that they understand the three-letter
abbreviations for the days of the week. Explain that a checkmark shows that
Leo’s chores
Mon
Tue
Wed
Thu
Fri
Leo does the chore on that day.
Discuss the sample sentence. Ask: When does Leo make his bed? (on Monday
makes his bed
and Wednesday) Does he always make his bed? (no) Does he usually make his
bed? (no) Does he sometimes make his bed? (yes)
cleans his room
Have students follow the chart to write sentences about how often Leo cleans
does his homework
his room, does his homework, and washes the dishes.
washes the dishes
Review the answers as a class. (Answers: 1. Leo sometimes makes his bed., 2. Leo
usually cleans his room., 3. Leo always does his homework., 4. Leo never washes
MONITOR
the dishes.)
Leo sometimes makes his bed.
1.
14
Work with a partner. Ask and answer questions about your chores.
Read the directions. Ask volunteers to read the dialogue aloud. Then have
2.
partners or small groups work together to talk about chores.
Invite students to share what they learned about each other.
MONITOR
3.
TEACHING TIP
Have students refer to the Grammar Poster as needed.
ASSIST
Assign Workbook pages 26–27 and direct students to digital activities.
Reading the
4.
Grammar Box
Application and Practice Activity
14
Work with a partner. Ask and answer questions about your chores.
Write have to, has to, always, usually, sometimes, and never on index cards. Place
the cards in a folder or envelope. Have students choose a card and use the
Why are these words in
word or words in a sentence.
bold?
Extend the activity by having partners each pick a card and present a dialogue
Do you always wash
Yes, I always wash
that uses the words. Encourage student listeners to try to guess what word
the dishes?
the dishes.
cards were picked.
Check for correct vocabulary and syntax.
MONITOR
T31
Unit 3 31
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