LFO Teacher's Guide - Book - Page 91
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But if I say: Albert likes cola. I have to add ‘s’ to the verb because Albert is like ‘he’.
Now the helping verb will get the ‘s’ that we added to the verb ‘like’ to get likes. So, I
add the ‘s’ to the helping verb – Albert does not like tea.
The main verb stays in its basic form and the helping verb takes the ‘s’.
Explain that when we add ‘s’ to a word that ends in ‘o’ we have to add ‘es’.
Have the students look at the chart. Have them read the sentences and notice the ‘do’ and
‘does’ along with the ‘not’.
Remind the students of the short form that they learned in the previous unit. Remind them
that when we shorten a word in English, we use an apostrophe instead of the letter we omit
and we push the two words together.
Explain that with ‘do’ and ‘does’ we also have a short form. We have ‘do not = don’t’ and
‘does not = doesn’t’. The apostrophe comes instead of the ‘o’ in ‘not’.
OPTION: Remind students that ‘have’ is an irregular verb and when we use it with the third
person singular, i.e. he, she, it, the verb becomes ‘has’. However, in the negative form it
behaves like any other verb: the helping verb takes the ‘s’ and the main verb stays in its
basic form ‘have’.
For example: I have a small room. I don’t have a big room.
He has a small room. He doesn’t have a big room.
8. Let’s Write!
Have the students make up affirmative and negative sentences orally using the substitution
chart. Explain that to make affirmative sentences they simply skip over the column with
doesn’t and don’t.
Then have them make at least two sentences that are affirmative and two that are negative.
Encourage them to make up more sentences if they can.
CHALLENGING OPTION: Have the able students make five sentences that form a short story
of some sort. Then have them share it with the class.
9. Let’s Play!
Have the students play a game. They should use I see a … or I don’t see a … based on the
picture.
How to play: Bring various items to class and put them on a desk, at least some of the items
should be things that you see in the illustration here. Tell the students to say what they see
on the desk. Then ask them to ‘go to sleep’ and take away one item. Then ask them to say
what they DO NOT see.
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