ELTL Blog: Short story by Faiz ullah (2014-947), Model Verbs by Sharafat (2014-932), Prepositions by Zarfishan (2014-945), Perfect Tense by Umm-e-Habiba (2014 -Ali Ahmad Dogar 2014-940)

Teaching short story

By: Faiz ullah Baig
(2014-947)

Topic: short story

Objective

To make students able to understand the events of the story, more over the characters in the story and finally drag a moral which is been discussed in the story.

Material

To make students well aware about the story it is necessary to utilize some material which includes some technology material too. To link the story and for better understanding to the students use of technology is the need of time
• picture/video using multi-media
• Sounds using speakers
• Charts for better understanding
• White board to deal with the queries of the time.

Grade/level
The level I have chosen for teaching the short story would be secondary (Matric).

Teaching Sequence
The following sequence will be utilized while teaching the short story.
Introduction
What is a short story?
A short story is a work of fictional narrative prose with a few characters, limited setting, and a single major event. A short story is meant to be read in a single sitting.

Brain storming
A picture collage (showing multiple pictures) will be displayed with the help of multi-media in which different events of the story are shown. Students are initially opened to express their views regarding the image. The picture is extracted from the story available on the YouTube at the link in the references.
Visual story
The same story discussed above in the picture collage will be displayed with the help of multi-media and speakers. This will enhance the interest of the students as well as clarify the doubts remained in the minds of the students after class discussion and brain storming.
Topic of the day
As we are dealing with the curriculum book of Secondary school, so the topic under consideration and discussion today is

“THE INHERITORS”

A poor farmer had two sons, Azam and Moazzam. Their mother had died in their childhood. Now their father also died and the boys inherited his property which consisted of a cow, a date-palm tree and a blanket. Azam, the elder brother, was very greedy and clever, but his younger brother, Moazzam, was simple and trusting. Azam suggested that they should divide the property left by their late father.
"How shall we divide the cow, for instance?" asked Moazzam. "Cut it into two?" "No, stupid!" answered Azam, "we shall just divide it verbally. For instance, the front part of the cow, which is the better part, shall be yours while the rear part shall be mine. Agreed?"
"Oh, yes thank you very much." Moazzam was delighted with the generosity of his elder brother.
"Similarly, the top of the date-palm, which you cannot climb, shall be mine while the lower part, that's the trunk, shall be yours. Agreed?" "Yes, agreed," answered Moazzam cheerfully, "And what about the blanket?" "It shall be mine only from sunset to sunrise, that's only during the night. It shall be yours for the whole day." "Agreed," said Moazzam, thinking happily that it was a fair division. Now Moazzam would feed the cow and Azam would milk it. He would not give a drop of milk to Moazzam; instead, he would praise Moazzam for looking-after the cow and feeding it so well. It pleased the innocent younger brother so much that he gave even more grass to the cow and the cow gave more milk.
In the same manner, Moazzam regularly watered the date palm tree. When the dates were ripe for picking, Azam climbed the tree and picked all the fruit. He did not offer even a single date to his younger brother. Of course he praised him for looking after the tree so well. Moazzam was quite content with it.
As regards the blanket, Moazzam had no use for it because it was hot during the day. At night when it grew cold, he would shiver, while Azam enjoyed a deep, comfortable sleep under the warm blanket.
This went on for some time. An old man of the village noticed how the younger brother was being cheated by the elder brother. One day, the old man went to their house and found Moazzam feeding the cow. "Why are you feeding the cow?" said the old man. "Because the front part is mine," answered Moazzam. "And who gets the milk?" "My brother, because the rear part belongs to him," answered Moazzam innocently. "Does he give you any milk?" asked the old man.
"Then you are a fool. You look after the cow and feed her, and your brother gets
all the milk!" "But what can I do?" said Moazzam helplessly. "This is all according to the
agreement between us." "Come here and listen to me." The old man whispered something in his ear.
Next morning, as usual, Azam began to milk the cow. Moazzam also came with a short stick, and hit the cow's head. The cow moved this way and that. "Stop it," Shouted Azam. "Don't you see I am milking the cow? Don't disturb her." I'm only hitting the front part which is mine," said Moazzam, "I shall do what I
like with my part of the cow." Azam was a clever boy, so he guessed that somebody had advised Moazzam to do that. "All right, I shall give you half the milk and, now, stop beating the cow."
"And you must also share in the feeding of the cow," said Moazzam; and Azam
had to agree to this. After a few days, Azam climbed the date-palm tree to pick ripe dates. He had
hardly collected a handful of dates when he heard the sound of an axe striking the tree. He looked and saw Moazzam was cutting the trunk of the tree with an axe.
"Hey, what are you doing?" shouted Azam. "Don't you see I'm up here picking dates?"
"I'm only cutting my part of the tree," said Moazzam, and went on cutting.
"I shall give you half of the dates, but you must stop cutting the tree," called out Azam.
"And you must also share in the watering of the tree," shouted Moazzam, and Azam had to agree to this, too.
The same night, when Azam came to take the blanket, he found that it was wet. "What have you done with the blanket?" he asked. "How can I sleep under it?" "1 don't know," answered Moazzam innocently. "It's mine during the day-time, and I can do with it what I please." "Very well, dear brother, from tomorrow night we shall share the blanket," said Azam. "We shall sleep together and shall be more comfortable."

Book arranged by www.mynoteslibrary.com

Class Exercise

After reading the passage the class is guided to answer some question. In this regard a questionnaire is designed/extracted from the topic so that it can display the attention as well as it may reflect the participation of the students according to their interest.

Questionnaire

A farmer had --------- sons?
(1) One (2) two (3) three (4) four
The inherited property consisted of ______________?
(1) Cow and date palm tree (2) Cow and blanket and a date palm tree (3) None of above
Who was elder in both brothers _________________?
(1) Moazzam (2) Azam (3) Both were twins
The fruit of the palm tree belonged to ____________?
(1) Elder brother (2) younger brother (3) none of them in both
Moral of the story “The Inheritor” is______________?
(1) Tit for tat (2) might is right (3) unity is strength
How can you define a short story in your own words?

Answer sheet

 A farmer had --------- sons?
(1) One (2) two (3) three (4) four
 The inherited property consisted of ______________?
(1) Cow and date palm tree (2) Cow and blanket and a date palm tree (3) None of above
 Who was elder in both brothers _________________?
(1) Moazaam (2) Azam (3) Both were twins
 The fruit of the palm tree belonged to ____________?
(1) Elder brother (2) younger brother (3) none of them in both
 Moral of the story “The Inheritor” is______________?
(1) Tit for tat (2) might is right (3) unity is strength
 How can you define a short story in your own words?
____________________________________________________________________________________________________________________________________________________________________________________________

Refrences
Book arranged by www.mynoteslibrary.com
 https://www.youtube.com/watch?v=4LHYiyM6TJA
 https://www.youtube.com/watch?v=7S-WlOWnRIc
 http://www.slideshare.net/ronacatubig07/lp1-17071819
 http://cache4.asset-cache.net/xc/494527633.jpg?v=2&c=IWSAsset&k=2&d=qxRi4pRgVEg-j74yp5wZq69bgJwS67jM2WYuAgseCxZFQCWfZAE6v58haXTaT8Ta0

Teaching modal verbs planning
By: M. Sharafat Ali Pasha
(2014-932)

Topic: Modal verbs

Summary of the lesson

After this the students will be able to know about the model verbs. It can be assumed that at the level we are focusing upon, the students are well aware about the model verbs but to enhance their knowledge and grip over these verbs we are going to discuss them in detail.

Objective

The objective of the topic under discussion would to enhance the understanding about the model verbs and to make the students well aware about its usage in different circumstances.

Material

To make students well aware about the model verbs it is necessary to utilize some material which includes some technology items too. To link the model verbs with ordinary verbs and for better understanding to the students use of technology is the need of time.
• picture/video using multi-media
• Sounds using speakers
• Charts for better understanding
• White board to deal with the questions arose at the time.

Grade/level

The level I have chosen for teaching the short story would be secondary (Matric).

Teaching sequence

The following sequence will be utilized while teaching the model verbs.

Introduction

It will be started by introducing all the modal verbs you wish to talk about. This may include can, could, may, might, must, will, would, shall, should, and ought to but, depending on the level of the class, we can narrow it down to those we feel are most important. Obviously there can be some images that can help students understand the meanings of these words but for better understanding we can do pronunciation practice simply by pointing to the words on the board. In our introduction we can cover some rules that apply to all modal verbs. Unlike most verbs, no -s is needed to form the third person singular. For example “He should ~.” is correct, while “He work.” is incorrect. Adding not forms the negative structure. Additionally they always require another verb because they cannot act as the main verb in a sentence and they only have present tense forms so unlike the word swim, there is no past tense form for modals. This may seem like a long and confusing introduction but it is best after the pronunciation practice to simply write the modals and their rules off to the side of the board for reference.

‘’A modal verb that expresses necessity or possibility’’

‘’A verb that cannot work without another verb’’

http://busyteacher.org/4126-how-to-teach-modal-verbs-4-steps.html

Modal verbs

English modal verbs include shall, will, should, would, can, could, may, might and must.
Formulation of Modal verbs:
All the modal verbs have the following features in common.
1. They are always followed by the infinitive without to
2. They are the same for all pronouns.
3. They do not need auxiliaries. They take direct negative and question forms
4. They never combine with another modal verb.
Common formulation mistakes:
Examples:
 I can to sing. (incorrect)
 I can sing. (Correct)
 She could running fast. (incorrect)
 She could run fast. (correct)
 She cans swim. (incorrect)
 She can swim. (Correct)
 Do you can do this? (incorrect)
 Can you do this? (Correct)
 She will can come tomorrow. (incorrect)
 She can come tomorrow. (Correct)
 She will be able to come tomorrow. (Correct)
Usage of the Modal Verbs

1. Can

i. Ability or lack of ability in the present or future
Example:
 I can see you at 3:00 p.m. tomorrow. Can you manage that?
ii. Giving or not giving permission
Examples:
 You can use my office.
 You can’t smoke here.
iii. To express Possibility/ impossibility
Examples:
 I can do this task easily.
 I can’t solve this question.

2. May

i. Asking for permission
Example:
 May I use your pen?
 May we have a look?
ii. A strong possibility in the present or future
Example:
 It may happen again.
 She may not accept the offer.
iii. To make request
Example:
 May I make a phone call?

3. Must

i. Expressing a necessity felt by the speaker (present or future)
Examples:
 He is very ill. He must call a doctor.
 We mustn’t lose the match tomorrow, or we will be out of the tournament.
 This is the best book I’ve ever read. You must read it too.
 You mustn’t hesitate to call me if you need any help.
ii. Expressing a certainty
Examples:
 You must be tired after your very long day.
iii. Expressing an assumption in the present or past (affirmative sentences only)
Examples:
 He must have read my latter, because he repeated exactly what I had written.
iv. To make a strong recommendation
Example:
 Syntax is very interesting class, you must take it too.

4. Could

i. Ability or lack of ability in the past
Example:
 I could read without glasses last year.
 I couldn’t sleep last night.

ii. Making a request or asking something
Example:
 Could you repeat that please?
 Could we have a brake please?
iii. Expressing unreal or impossible actions
Example:
 I don’t know how she works 14 hours a day in front of the computer, I could not do this.
iv. To possible future actions
Example:
 My grandfather could not swim.

5. Would

i. Habit in the past
Example:
 When I lived in the city, I would walk everywhere.
 When she was at school, she would play the guitar every day.
ii. In polite expressions
Example:
 What would (=do you) like /prefer/recommend?
 I would (=I want) like a glass of wine.
 Would you be prepared (=are you prepared) to do this?
iii. To express unreal actions in the present
Example:

iv. To ask someone to do something (formal)
Example:
 What would you want to take for dinner?
 Would you want to go with us for fishing?
 How would you favor her?

6. Should

i. Expressing an opinion/ giving advice and asking for advice
Example:
 I believe nurses should have higher salaries.
 You look tired. I think you should have some rest.
 He shouldn’t make a rushed decision.
 Do you think we should phone her?
 What should I say when I speak to him?
ii. Expressing an expectation
Example:
 He should arrive any minute.
 He shouldn’t be long now.
 He should have arrived by now.
iii. Expressing an regret about any past action
Example:
 You should have been more careful.
 I shouldn’t have said that.

7. Might

i. A possibility in the present or future
Example:
 It might happen again.
 She mightn’t accept the offer.
ii. A possibility in the past followed by have done
Example:
 He might have missed this train.
 I mightn’t have managed to convince her.

8. Will

i. Formulation of the future simple tense with all pronouns
Example:
 John will probably call you.
 If we have some time, we will come and see you.
ii. Making a request
Example:
 Will you give me the hand please?
 Will you turn on the T.V please?

9. Shall

i. Formulation of the future simple tense with pronouns I and we
Example:
 If we have some time, we shall come to see you.
 She wants o speak to you
 O.k. I shall give her a call
ii. Offering to do something
Example:
 You look cold. Shall I put the heater on?
 What shall I bring you, tea or coffee?
iii. Making a suggestion/ asking for suggestion
Example:
 It looks nice outside. Shall we go for a walk?
 Where shall we go for our next holiday?
iv. The future tense in the official documents and contracts.
Example:
 The tenant shall pay for all damage caused to the property.
 The byre shall not seek any compensation in this case.

Class exercise

After discussing the modal verbs the class will be given a task to answer some question. In this regard an activity is designed below keeping in view whatever has been discussed in class. It will also reflect the attention and interest of the students .

Activity

Choose the correct modal verb.

1. _________ I have more cheese on my sandwich?
a) Must
b) Could
c) Would
d) Have to

2. You _________ eat more vegetables.
a) Should
b) Might
c) May
d) Could

3. I _________ like to buy the same television for my house.
a) Could
b) Must
c) Would
d) Have to

4. _________ I have a coffee please?
a) Must
b) Have to
c) May
d) Would

5. You _________ smoke near children.
a) Have to
b) May
c) Shouldn’t
d) Couldn’t

6. The passengers’ _________wear their seatbelts at all times.
a) Could
b) Must
c) Can
d) May

7. We _________ go to the concert if the rain stops. We don't know for sure.
a) Mustn’t
b) Might
c) Have to
c) Wouldn’t

8. I _________ ice skate very well.
a) Can
b) May
c) Must
d) Should

9. The boy’s _________wake up earlier than 7:30 am. They have class at 8:00 am.
a) Would
b) Can’t
c) Could
d) Have to

10. The rock band _________play very well last year. Now they are much better.
a) Must
b) Couldn’t
c) Can
c) Should

References

http://busyteacher.org/classroom_activities-grammar/modal_verbs-worksheets/
http://www.islcollective.com
http://busyteacher.org/4126-how-to-teach-modal-verbs-4-steps.html

http://busyteacher.org/classroom_activities-grammar/modal_verbs-worksheets/

By.Zarfishan Tariq
(2014-945)

Topic: Preposition

Material: Different interesting books, videos and activities

Objectives: The students will be able to know about preposition And the correct use of preposition.

Grade: 10th

Definition of preposition:
a word governing, and usually preceding, a noun or pronoun and expressing a relation to another word or element in the clause, as in ‘the man on the platform’, ‘she arrivedafter dinner’, ‘what did you do it for ?’

There are approximately 80 to 100 prepositions in the English language. Prepositions are words that introduce information to the reader. This information can include where something takes place (such as 'at' the store), when or why something takes place (such as 'before' dinner), or general descriptive information (such as the girl 'with' the cool tattoo).
Introduction of preposition:
Prepositions are probably one of the trickiest areas of English grammar, and yet there is little systematic study of prepositions in major coursebooks. This could be due to three reasons:
• that prepositions are best learned along with their accompanying nouns or verbs, i.e. as part of a phrase rather than being on their own.
• that prepositions, along with other small grammatical words, are often more complicated and elusive than the “big” structures, like verb tenses.
• it is easier to explain the uses of present continuous than in, for example. that prepositions and their accompanying phrases are something that students “acquire”, rather than consciously “learn” and so there is no point focusing exclusively on a single preposition.
Whether or not any (or all) of the above is true, it is probably worth the teacher’s time to draw student’s attention to prepositions in English and help students unlock the secrets of this area.
Examples of Prepositions
Here are some examples of commonly-used prepositions:
about above across after against
along behind below beneath beside
besides between down during except
For From in off on
Onto opposite out outside till
To toward under underneath until
With within without

Prepositions don't stand alone. They work in groups of words that we call prepositional phrases. A prepositional phrase begins with a preposition and ends in a noun. That noun is called the object of the preposition.
Prepositional Phrases
Here are some examples of prepositional phrases:
'under' the desk
'during' the lecture
'across' the yard
'after' lunch
'behind' the tree
The word in quotes is the preposition and the words that follow the preposition make up the prepositional phrase. Think about a mountain, for instance. A prepositional phrase is just about anything that we can say in relation to a mountain, like 'to the mountain,' 'over the mountain,' 'under the mountain,' 'toward the mountain.' This is a good way to test a group of words in order to see if they do, indeed, fit the definition of prepositional phrases.
The object of the preposition is the noun that follows the preposition. It is also the stopping point for each prepositional phrase. For instance, we might say, 'to the store.' The word 'to' is the preposition and 'store' is the object of the preposition. Here's another example, 'in the light.' The word 'in' is the preposition and 'light' is the object of the preposition.
Roles of the Prepositions
Now, let's go back to that list of information we saw at the beginning of the lesson. Prepositions, in the form of prepositional phrases, provide specific information in a sentence for the reader. The reader would not know key and necessary facts about a sentence without a prepositional phrase. For instance, here is a barebones sentence:
My mom laughed.
It is a perfectly good sentence, but it doesn't tell us very much. When we add a prepositional phrase, we better understand the situation. Here is the sentence with a prepositional phrase:
My mom laughed 'at the joke'.
Ah ha! Now we know why she laughed!
Now, let's take a look at what prepositions modify. 'To modify' means to give additional information about something. Whole prepositional phrases modify other words in the sentence. For instance, think about the prepositional phrase 'to the zoo.' In a sentence, it might read like this:
My parents went to the zoo.
The prepositional phrase 'to the zoo' modifies the verb 'went' by providing additional information as to where the parents went.
Types of Preposition
The types of preposition are as follows:
1. Preposition for Time
2. Preposition for Place
3. Preposition for Direction
4. Preposition for Agent
5. Preposition for Instrument
6. Prepositional Phrase

Prepositions for Time. (in, on, at)
Prepositions used for time of different natures are in, on at etc.

Preposition Time Nature
In 1. Month or Year.
e.g. in January, in 1985
2. Particular time of day or month or year
e.g. in morning, in evening, in first week of January, in summer, in winter
3. Century or specific time in past etc
e.g. in 21st century, in stone age, in past, in future, in present
On 1. Day
e.g. on Monday
2. Date
e.g. on 5th of March, March 5
3. Particular day
e.g. on Independence Day, on my birthday,
At 1. Time of clock
e.g. at 5 O’clock, at 7:30 PM
2. Short and precise time
e.g. at noon, at sunset, at lunch time, at bed time, at the moment, at the same time
Examples.
He was born in 1945.
She will go to New York on 25th of March.
The concert will begin at 7 O’clock.
He gets up early in the morning.
We enjoyed a lot in the summer.
The president will deliver speech to public on Independence Day.
She received a lot gifts on her birthday.
Where were you at the lunchtime?
I will call you at 12 A.M

Preposition for Place. (in, on, at)
Prepositions “in, on or at” are usually used for different places.
• “In” is usually used for place which have some boundary (boundary may physical or virtual).
•
•
• “On” is used for surface
• “At” is used for specific place.
•
Preposition Place Nature
In Place having some boundary (physical or virtual boundary)
Examples.
In hall
In school
In a building
In a box
In a car
In library
In garden
In America
In room
In cupboard
On Surface of something.
Examples.
On a table
On blackboard
On a page
On the wall
On the roof
On a map
At Specific Place.
Examples.
At the entrance
At the bottom of glass
At front of the chair
At bus stop
At the edge of roof
Examples
She lives in New York.
Students study in library.
The wedding ceremony will be held in the hall.
There are some books on the table.
The teacher wrote a sentence on blackboard.
He was flying kite on the roof.
Her parents were waiting for her at the entrance of school
There was a huge gathering at bus stop.
His house is at the end of street.

Preposition for Direction.
(to, toward, through, into)
Prepositions like to, towards, through, into are used to describe the direction. Following examples will help in better understanding.
Examples.
She went to the library.
He jumped into the river.
He ran away when he felt that someone was coming toward him.

Preposition for Agent. (by)
Preposition for agent is used for a thing which is cause of another thing in the sentence. Such prepositions are by, with etc. Following examples will help in better understanding.

Examples.
This book is written by Shakespeare.
The work was completed by him.
The room was decorated by her.
The tub is filled with wate.

Preposition for device, instrument or machine.
Different preposition are used by different devices, instruments or machines. e.g. by, with, on etc. Following examples will help in better understanding.

Examples.
She comes by bus daily.
He opened the lock with key.

Books to teach preposition:

Another book for preposition:

Another book related preposition:

Activities to teach preposition:

2nd activity:

Missing preposition

Links to teach preposition with different videos:

http://study.com/academy/lesson/what-is-a-preposition-definition-uses-examples.html

https://www.youtube.com/watch?v=jxPmOS8zKHQ

https://www.youtube.com/watch?v=z4h0uLn1oiY

https://www.youtube.com/watch?v=GKGVEQ-14t0

https://www.youtube.com/watch?v=U113YQN_E3A

Perfect tenses by Umm-e-habiba (2014-938)

Summary of the lesson

Topic: Perfect tenses

Objective: the students will be able to know the structure, rules and use of perfect tenses in a proper and good way.

Material: Different interesting pictures and videos and the lecture prepared by the teacher.

Grade: 10

Introduction: First introduce the students with the term tense and then with the proper definition of perfect tense.
Tell the students about the present, past and future perfect tenses and then introduce them with the structure and rules of the tenses properly by giving examples and showing pictures with some interesting poem in which perfect tense is used.
Assessment and practice: For practice and assessment the students will be provided with some worksheets and exercises.
Topic: perfect tenses
What does TENSE Mean?
A tense is a form of a verb which shows the time at which an action happens.
It comes from the Latin word "tempus", which means "time".
Examples: "Sang" is a form of the verb "sing". This form shows the action happened in the past. This is the Past tense.
Sleeps" is a form of the verb "sleep". This form shows the action happens in the present. This is the present Tense.
" .

Perfect tenses
PERFECT means "complete, finished".
A Perfect tense is a form of a verb that shows the action is complete. It does not mean the action is "perfect" (100%). It means the action is finished.
• The Past Perfect is a form of the verb that shows the action was complete before sometime in the past.
For example: Lisa had danced before she came.

• The Present Perfect is a form of the verb that shows the action was complete before the present.
For example: Lisa has already danced.

• The Future Perfect is a form of the verb that shows the action will be complete before sometime in the future.
Past Perfect Tense
The general form of the past perfect tense is:

Had + past participle

The past participle is the same as the past simple for all regular verbs in English.

verb past participle
jump Jumped
talk Talked
eat Eaten
sleep Slept
watch Watched

Examples:

• He had not visited America before his trip last year.
• She had wanted water, but got milk.

Here are its different uses
1. An action that happened before another action in the past
Examples:
Mike had finished his homework before he watched television.
My mom had left before I woke up.
2. Reported speech: We often use the past perfect tense in reported speech when we report something that someone else has said, thought or believed.
Reported speech uses verbs such as:
• said
• wondered
• asked
• told
• thought
• believed
Examples:

• Tim told me that he had asked Sally on a date.
• He asked us if the snow had melted.
• I wondered what she had written.

3. Third conditional
The past perfect tense is also used with third conditional sentences.

Third conditional sentences show an event that never happened in the past.
Examples:

• I might have passed the class if I had studied for the final test.

(I did not study for the final test.)
• If mom had remembered her wallet, we could buy lunch.

(Mom did not remember her wallet.)

Present Perfect Tense
The structure of the Present Perfect is:
subject + auxiliary have + main verb
conjugated in Present Simple
have, has past participle
Here are the different usages of this tense:
1. Actions that happened at an unspecified time before the present:
I have been to Tokyo.

How many times have you been to Tokyo?

She has learned to speak Russian.

Stacy has become very successful.
2. Actions that ended recently:
I have just sold the last one.

Sue has broken the glass.

How has she done it?

Mom has just found out about it, and she is not pleased.
3. States that started in the past, and are still going on.
I have thought about it for two hours.

You have been sick since last week.

Since when have you been sick?

I have not been quite myself since the accident.

Future Perfect Tense
The structure of the future perfect tense is
Will have + past participle
Who? Form of verb Examples
I will + have + Verb3 By next week, I will have paid the rent.
He/She/It By next week, he will have paid the rent.
By next week, she will have paid the rent.
By next week, it will have paid the rent.
You By next week, you will have paid the rent.
We By next week, we will have paid the rent.
They By next week, they will have paid the rent.
Negative Sentences
Who? Form of verb Examples
I will + have + not + Verb 3 By next week,
I will have not paid the rent.
He/She/It By next week,
he will have not paid the rent.

By next week,
she will have not paid the rent.

By next week,
it will have not paid the rent.
You By next week,
you will have not paid the rent.
We By next week,
we will have not paid the rent.
They By next week,
they will have not paid the rent
Question Sentences
Who? Form of verb Examples
Will I have + Verb 3 By next week, will I have paid the rent?
he/she/it By next week, will he have paid the rent?
By next week, will she have paid the rent?
By next week, will it have paid the rent?
you By next week, will you have paid the rent?
we By next week, will we have paid the rent?
they By next week, will they have paid the rent

Here are the different usages of this tense:
1. An action that will happen
before another action in the future

Examples:
He will have prepared by the time he leaves the house
His wife will have made dinner by the time he returns
He will have played before the season ends.
2. An action that will happen before
a specific time in the future.
Examples:
He will have returned home by 6 o clock.
By midnight, they will have partied like crazy.
By tomorrow he will have slept well.
3. A state that will continue up to
sometime in the future
Examples:
Tomorrow he will have been sick for two weeks.
He will have worked for us for 10 years next August.
Next week she will have already lived 6 months in the country.
Here are the videos for the past, present and future perfect tense for better understanding respectively.
Practice and assessment
Worksheet for future perfect tense.
Change the verb into the correct form:
1. By this time tomorrow, I (finish) the project.
2. By 8 o'clock, the kids (fall) asleep.
3. By tomorrow morning, he (sleep) wonderfully.
4. By next year, she (receive) her promotion.
5. Robin (sell) his car by next Sunday.
6. Morgan (clean) the entire house by lunch.
7. We (dance) a few dances before midnight.
8. At this time tomorrow morning, they (begin) working.
9. At this time next week, we (catch) the thief.
10. By 2013, I (live) in Madrid for 5 years.
Exercise for present perfect tense
Change the verb into the correct form:
1. I (be) here for two hours.
2. They (own) the house since 1991.
3. They (have) those problems for a long time.
4. We (eat) seen this movie already.
5. You (check) my spelling.
6. Angela (taste) baked bananas in her trip to South America.
7. Lisa (buy) a new television.
8. Donna (break) her leg.
9. Tim and Allison (have) a baby.
10. I (know) Susan for all my life.
11. Dan (work) here since last November
Exercise for past perfect tense.
Change the verb into the correct form:
1. She (never be) to the North Pole until 2002.
2. They (never fight) before they (move) together.
3. He (never break) anything before he (start) to crawl.
4. When we (arrive), we (discover) that the bus (leave).
5. When I (call), she (go) to sleep.
6. Ashley (never meet) him, so she (want) more details.
7. He (never kiss) a girl, so he (be) embarrassed.
8. Patrick (save) a lot of money before he (buy).
Different books for perfect tenses.

Here are some links through which students can understand even better.
http://www.dailymotion.com/video/x2dvl0f_future-perfect-tense-in-english-grammar_school
http://www.dailymotion.com/video/x2u4bd2
http://www.dailymotion.com/video/x2u4bd2
http://www.dailymotion.com/video/x2u4bd2

Course: MA. ELTL . ===➔Semester: Third

Unit: Instructional Technology.

Teacher: Ma’am Khalida Sarwar .

Student : Ali Ahmad Dogar ===➔ Student No: 2014-940.

Dept: Institute of Education and Research.

Body: Lesson Plan

Introduction:

This lesson plan has been designed after doing behavioural research that characterizes well- structured lessons. Here we have some interesting facts about language.

Percentage of daily communication,

1. Listening=➔ 45%

2. Speaking=➔ 30%

3. Reading =➔ 16%

4. Writing =➔ 9%

(Burley- Allen,1995).

Now we have got some idea about the role of skills involved in a daily communication.

Here I will focus on Listening because of the importance we can see. What is the role of listening and how we can better do that is actually the point we will discuss.

Topic: Listening.

Level: 9th

Materials: Light, Multimedia, Laptop, Chairs, white board, Board marker,

Sources: Teacher and Students.

$C:\Users\Tawaf Ahmad\Desktop\listening-skills-2-638.jpg$

Objectives:

To well aware students, the importance of listening and build interest in them. After that students will be able to,

Understand the conversation.
Acquire listening strategies.
Talk clearly and easily.

$C:\Users\Tawaf Ahmad\Desktop\listening-skills-1-4-638.jpg$

Two Ears==➔ LISTENING.

$C:\Users\Tawaf Ahmad\Desktop\listening-skills-1-11-638.jpg$

Definition:

The process of receiving, constructing meaning form, and responding to a spoken and or non- verbal message, (International Reading Association)

$C:\Users\Tawaf Ahmad\Desktop\types-of-listening-3-638.jpg$

Active listening.

This refers to the general idea of what is being said, as well as who is speaking to whom and why, and how successful they are in communicating their point.