DETECTIVES Teacher's Guide - Book - Page 131
THE DETECTIVES - TEACHER’S GUIDE - Unit 3
Extra: (HOTS - Fact and Opinion)
Teach “Fact and Opinion” (see
page xiii)
Curriculum:
SI: Students will express personal
wishes and opinions.
Discuss the painting on page 87.
You can talk about the themes and motifs.
Ask the students what they see in the picture.
On the right we see a green man. On the left we see a blue cow. If you look carefully, you can see a
thin line between them. Floating over the cow is another, smaller cow and a milkmaid*. At the top
of the painting, we see a man talking to a woman, but the woman is upside down, like two of the
houses. At the bottom, Chagall painted the green man’s fingers, holding a small tree.(FACTS)
Ask: (Accept all answers that seem logical.)
Why do you think Chagall painted a line between the man and the cow? (Opinion)
Why are the woman and two houses upside down?
Why is the green man holding a tree?
What do the circles on the painting mean?
4. Language Focus (page 89)
Past Simple – the verb “to be”
Remind the students of the time expressions we have for the Past Simple. (yesterday, last week,
two hours ago, etc.)
Ask:
Curriculum:
Who remembers the verb ‘to be’?
AL: Students will compare different
Write on the board:
language elements of English, such
Today I am very happy.
as tense and gender,to their mother
Ask:
tongue.
What is the verb in the sentence? (am)
What is the tense? (Present Simple)
Now write:
Yesterday I was very tired.
Ask and say:
What is the verb in the sentence now? (was)
What tense is this? (Past Simple)
Let’s look in your books at the table on page 89 Past Simple.
What does the verb ‘to be’ look like? (was / were)
Explain:
The verb ‘to be’ is special.
It likes to work alone.
What does that mean? It doesn’t have helping verbs; it helps itself.
In a regular sentence, we use either ‘was’ or ‘were’.
We use ‘was’ for I, he, she, it. (Write this on the board and give examples.)
We use ‘were’ for you, we, they. (Write this on the board and give examples.)
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