Rise / Raise

 

Module: Understanding "Rise" & "Raise"
📌 Concepts Covered:

• Meaning and Difference

• Usage & Sentence Structure

• Interactive Exercises

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Step 1: Understanding the Meaning
🔹 Rise (Verb) – To go up by itself (no object)
🔹 Raise (Verb) – To lift something up (needs an object)
📝 Simple Rule:
✔ Rise = No object (The sun rises.)
✔ Raise = Needs an object (He raised his hand.)

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Step 2: Interactive Teaching Activities
Activity 1: Picture Demonstration

• Show pictures of the sun rising, smoke rising, etc. → Ask: What is happening in the picture? → Students say: The sun rises.

• Show a picture of someone lifting a book, hand, or flag → Ask: What is he doing? → Students say: He raises the flag.

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Activity 2: Fill in the Blanks (Team Challenge)
👩‍🏫 Instructions: Read the sentence and choose rise or raise

1. The temperature will ______ tomorrow. (rise/raise?)

1. He ______ his glass to make a toast. (rise/raise?)

1. Smoke ______ from the chimney. (rise/raise?)

1. The teacher asked students to ______ their hands. (rise/raise?)

1. 💡 Bonus: Use actions while saying the answers to make it interactive!

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Activity 3: Role Play (Real-Life Scenarios)
📌 Scenario 1: In a Classroom

• One student acts as a teacher and says, "Please ______ your hand if you know the answer!"

• Other students respond by raising their hands and saying, “I raised my hand!”

📌 Scenario 2: A Morning News Reporter

• One student reports the weather: “The sun ______ at 6 AM today.”

• Other students say, "Yes, the sun rises every morning!"

📌 Scenario 3: At a Restaurant

• One student plays a waiter, and another raises a hand to call them: “Excuse me, I ______ my hand to order!”

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Step 3: Practice with Gestures
💡 Quick Fun Game:

• Say "Rise" → Students stand up slowly (act like the sun).

• Say "Raise" → Students lift an object (pencil, hand, book, etc.).

• Repeat to reinforce!

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Step 4: Real-Life Application Task
📍 Ask students to observe their surroundings and report:

• One example where something rises naturally

• One example where they see someone raising something

👀 Example Responses:

• "Smoke rises from the chimney."

• "The waiter raised a tray with food."

Use of article

 

1. Indefinite Articles: "a" and "an"

Used for singular, countable nouns that are non-specific.

• Pattern:

• Article + Noun

• Article + Adjective + Noun

• Examples:

• She saw a cat.

• He bought an orange.

• There is a big house on the hill.

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2. Definite Article: "the"

Used for specific nouns that the speaker and listener both know about.

• Pattern:

• The + Noun

• The + Adjective + Noun

• Examples:

• The dog is barking outside.

• Did you see the new movie?

• We visited the Eiffel Tower in Paris.

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3. Articles with Singular and Plural Nouns

Singular:

• A/An + Singular Noun (non-specific)

• I need a pen.

• She ate an apple.

• The + Singular Noun (specific)

• The pen is on the table.

• He found the book you mentioned.

Plural:

• No article (general plural)

• Birds can fly.

• Flowers are blooming.

• The (specific plural)

• The birds are chirping outside.

• The flowers in the garden are beautiful.

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4. Zero Article (No Article)

Used for uncountable nouns, general references, and abstract ideas.

• Pattern:

• (No Article) + Uncountable Noun

• (No Article) + Plural Noun

• Examples:

• Water is essential for life.

• Children like to play outside.

• Honesty is a virtue.

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5. Articles with Proper Nouns

• No article for most proper nouns (e.g., names, countries):

• She lives in India.

• John is my friend.

• The with some proper nouns (e.g., unique landmarks, institutions):

• The Taj Mahal is in India.

• They visited the United Nations.

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Practice Exercises:

1. Fill in the blanks with a, an, the, or leave it blank:

• I saw ___ elephant in the zoo.

• ___ sun rises in the east.

• He needs ___ information about the topic.

• ___ children love playing outdoors.

2. Correct the following sentences:

• I saw the dog on street.

• Can you give me an apple?

• She bought a eggs from the market.

sentence patterns for all part of speech sentence patterns for all part of speech

Affect / Effect

Teaching Affect vs. Effect on an Interactive Pattern
Step 1: Understanding the Difference

1. Affect (Verb) – Means to influence or change something.

• Example: The weather affects my mood.

1. Effect (Noun) – Means the result or outcome of something.

• Example: The new policy had a positive effect on the company.

Step 2: Interactive Pattern-Based Teaching
✅ Activity 1: Visual Mnemonic

• Create a simple chart or flashcards:

• Affect → Action (A for Action, Affect)

• Effect → End result (E for End, Effect)

• Show real-life images (e.g., a crying child) and ask: “Is this an affect or an effect?”

✅ Activity 2: Fill in the Blanks

• Provide incomplete sentences and let students choose the correct word:

• The lockdown (affect/effect) businesses worldwide. (Answer: Affect)

• The medicine had a side (affect/effect). (Answer: Effect)

✅ Activity 3: Role Play

• One student acts as a scientist explaining how climate change affects the environment.

• Another student explains the effects of pollution.

✅ Activity 4: Quick Quiz (Think-Pair-Share)

• Students pair up and discuss one sentence each using “affect” and “effect.”

• They share examples with the class.

✅ Activity 5: Story Creation Game

• Students create a short story using both words in context.

• Example: The storm affected the village, and the effect was severe flooding.
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All / Whole

Teaching "All" vs. "Whole" – Basic to Basic on an Interactive Pattern

Step 1: Concept Explanation (Simple & Clear)

1. All = Used for plural and uncountable nouns

   • Example: All students are present. (plural)
   • Example: I drank all the water. (uncountable)

2. Whole = Used for singular countable nouns

   • Example: I ate the whole apple.
   • Example: She read the whole book.

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Step 2: Interactive Activities

1️⃣ Picture-Based Learning

🔹 Show images of different objects (apple, book, water, group of people) and ask:

• Teacher: "What do you see?"
• Student: "An apple."
• Teacher: "Now, if I eat it fully, should I say 'all' or 'whole'?"
• Student: "Whole!"

2️⃣ Fill in the Blanks

• I drank ___ the juice. (all/whole)
• ___ the students are here. (all/whole)
• She ate the ___ cake. (all/whole)
• He spent ___ his money. (all/whole)

(Let students guess and discuss why.)

3️⃣ Real-Life Connection (Role Play)

• Situation: A classroom discussion
  • Teacher: "Imagine you have a pizza. If you eat every slice, do you say 'I ate all the pizza' or 'I ate the whole pizza'?"
  • Student: "I ate the whole pizza!"
  • Teacher: "Right! And if you say 'all the pizza', it means every piece is gone, whether you ate it or not."

4️⃣ Challenge Game – "All or Whole?"

• Divide students into two teams.
• Show sentences and let them decide whether "All" or "Whole" fits.
• Give points for correct answers.

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Step 3: Speaking Practice

1. Make students say daily life sentences using "all" & "whole."

   • "I finished the whole movie."
   • "All my friends are coming today."

2. Group Discussion – Ask:

   • "Can we use 'whole water'? Why or why not?"
   • "Can we say 'all the apple'? Why or why not?"

Have / Have got

Teaching "Have" & "Have Got" – Basic to Basic on an Interactive Pattern

📌 Step 1: Concept Introduction

✅ Explain the meaning:

• "Have" and "Have got" both mean possession, relationships, characteristics, illnesses, etc.
• "Have got" is more common in British English, while "Have" is used more in American English.

✅ Examples:

• I have a car. = I have got a car.
• She has long hair. = She has got long hair.

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🎯 Step 2: Sentence Structure

Structure	Have (American English)	Have got (British English)
Positive	I have a bike.	I have got a bike.
Negative	I don’t have a bike.	I haven’t got a bike.
Question	Do you have a bike?	Have you got a bike?

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📝 Step 3: Interactive Practice Activities

1️⃣ Mirror Talk (Self-Introduction)
👉 Students practice saying what they have using a mirror.

• Example: "I have two brothers." / "I have got a pet cat."

2️⃣ Picture Description Game 🎨
🖼️ Show pictures of people with different objects.
🔹 Ask: "What does he/she have?"
🔹 Students respond:

• "He has a red car." / "He has got a red car."

3️⃣ Find a Partner 👥
📢 Ask students to walk around and ask:

• "Do you have a pet?" → "Yes, I have a dog." / "No, I don’t have a pet."
• "Have you got a phone?" → "Yes, I have got a new phone."

4️⃣ Role-Play: Doctor & Patient 🏥
🤕 One student is a doctor, the other is a patient.

• Doctor: "What’s wrong?"
• Patient: "I have got a headache." / "I have a fever."

5️⃣ Sentence Transformation Game 🔄
✏️ Write sentences in one form and ask students to convert them:
✅ "She has long hair." → "She has got long hair."
✅ "We haven’t got a car." → "We don’t have a car."

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📌 Step 4: Quick Quiz & Wrap-Up 🎯

❓ Choose the correct sentence:

1. I ___ (have/has) a big house.
2. He ___ (have/has) got two dogs.
3. Do you ___ (have/got) a pen?
4. She ___ (doesn’t have/hasn’t got) a new phone.

✅ Discuss answers and correct mistakes interactively! 🎉

So....that / such....that

Teaching "So...That" & "Such...That" (Basic to Basic on Interactive Pattern)

🎯 Learning Objectives

• Understand the difference between so...that and such...that
• Use them correctly in spoken and written English
• Practice with engaging interactive activities

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📌 Step 1: Understanding the Concept

🟢 "So...that" → Used with adjectives & adverbs
Structure: Subject + verb + so + adjective/adverb + that + result
✅ Example:

• The tea was so hot that I couldn't drink it.
• She ran so fast that nobody could catch her.

🔵 "Such...that" → Used with nouns (with or without adjectives)
Structure: Subject + verb + such + (adjective) + noun + that + result
✅ Example:

• It was such a beautiful place that we took many pictures.
• He is such a kind person that everyone likes him.

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📌 Step 2: Interactive Activities

1️⃣ Picture-Based Explanation

🎨 Activity: Show images representing different situations and ask students to complete the sentences.
✅ Example:
Show an image of a big burger 🍔
Sentence Starter: The burger was so big that...
💡 Expected answer: I couldn't finish it.

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2️⃣ Role Play (Real-Life Situations)

👥 Activity: Pair up students and give them prompts to act out.
✅ Example Scenarios:

• Teacher: "Imagine you saw an amazing movie. How would you describe it using ‘such...that’?"
• Student: "It was such an exciting movie that I watched it twice!"

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3️⃣ Sentence Transformation Challenge

✍️ Activity: Provide simple sentences and ask students to rewrite them using so...that or such...that.
✅ Example:

• Original: The dog was very big. It scared the children.
• Transformed: The dog was so big that it scared the children.

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4️⃣ Storytelling Chain Game

📖 Activity: Start a story with a sentence, and students continue using so...that or such...that.
✅ Example:

• Teacher: "One day, it was such a hot day that..."
• Student 1: "...people stayed indoors. The heat was so strong that..."
• Student 2: "...even the birds stopped flying."

Still / yet

🌟 Teaching "Still" and "Yet" (Basic to Basic)

📌 Step 1: Introduce the Concept (Simple Explanation)

• Still → Used for something continuing
  ✅ Example: "I still live in Delhi." (I have lived there before, and I continue to live there.)
• Yet → Used for something that has not happened but is expected
  ✅ Example: "I haven't finished my work yet." (But I will finish it soon.)

👉 Quick Test: Ask students, "Are you still in school?" or "Have you eaten lunch yet?"

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📌 Step 2: Use Real-Life Examples (Interactive)

🔹 Teacher asks: "Is it raining?"
🔹 Student replies: "Yes, it is still raining."
🔹 Teacher asks: "Has the movie started?"
🔹 Student replies: "No, it hasn't started yet."

👉 Tip: Use gestures (for "still," show a continuous hand motion; for "yet," point at an empty watch).

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📌 Step 3: Guided Practice (Fill in the Blanks)

1. I am __________ waiting for the bus. (Still / Yet?)
2. Have you finished your homework __________? (Still / Yet?)
3. She hasn’t called me __________. (Still / Yet?)
4. He is __________ sleeping. (Still / Yet?)

👉 Answer Check (1. Still, 2. Yet, 3. Yet, 4. Still)

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📌 Step 4: Fun Interactive Game – "Yes or No?"

📌 Instructions:

• One student makes a statement, and another answers using still or yet.
• Example:
  • Student 1: "Are you tired?"
  • Student 2: "Yes, I am still tired!"
  • Student 1: "Has the teacher come?"
  • Student 2: "No, he hasn’t come yet."

👉 Variation: Use pictures (e.g., a picture of a running man – "Is he running?" → "Yes, he is still running.")

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📌 Step 5: Role-Play Activity

Situation:

• At a restaurant:

  • "Have you ordered food yet?"
  • "No, I am still looking at the menu."

• At school:

  • "Have you completed your assignment yet?"
  • "No, I am still working on it."

👉 Tip: Pair students to create their own dialogues!