Unit No Topics Page No.

01 Zero conditional 02
02 First Conditional 05
03 Should be, could be, must be, maybe, and might be 08
04 Be supposed to 13
05 Can’t help and couldn’t help 17
06 Be able to 21
07 Causatives (Make, get, have) 25
08 Connectors “Nonetheless, Despite/ Inspite of, instead of” 29
09 Connectors “however, moreover and besides” 34
10 Not only but also, Neither Nor, Whether or, Either or 39
11 comprehension Skills 43
12 Indefinite pronouns & adverbs 47
13 Verb + Object + Infinitive 52
14 Unprepared speech 56
15 Modern Debate lesson 64
16 Used to 69
17 Get used to 72
18 Be used to 77

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 Zero Conditionals

Lesson Objectives

1. Understand the structure and use of Zero Conditionals.

2. Conditional Sentences, their types, and their parts?
3. Express general truths, scientific facts, and habits using Zero Conditionals.
4. Use Zero Conditionals confidently in speaking, writing, and reading tasks.
5. Identify and correct mistakes in Zero Conditional usage.

What are Conditional Sentences, their types, and their parts?

Conditional sentences show that one action depends on another. They usually use the word if.

They have two parts

1. The condition (if-clause) – what must happen first.

2. The result (main clause) – what happens if the condition is true.

Types of Conditionals

1. Zero Conditional – for facts and general truths.

2. First Conditional – for real future possibilities.
3. Second Conditional – for unreal or imaginary situations.
4. Third Conditional – for past situations that did not happen.

Warm-Up

Ask students simple everyday questions:

• What happens if you do not eat food?

• What happens if you touch fire?
• What happens if you do not sleep?

This will lead students naturally to cause-and-effect thinking.

Definition

Zero Conditional is used to talk about facts, habits, and scientific truths.

• Facts: Water boils at one hundred degrees Celsius.

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 • Habits: If I drink coffee at night, I do not sleep.
• Scientific truths: If you mix blue and yellow, you get green.

Sentence Types Table

Type Structure Example Sentence

Affirmative If + Present Simple, Present Simple If you heat ice, it melts
Negative If + Present Simple Negative, Present Simple If he does not study, he fails
Interrogative Do or Does + subject + Present Simple if clause Does water freeze if you put it in freezer
Negative Interrogative Don’t or Doesn’t’t + subject + verb if clause Don’t students fail if they do not study
Wh-Questions Wh-word + Present Simple if clause Why do plants die if you do not water them
Outcome questions What happens + Present Simple if clause What happens if you don’t study?

Fill-in-the-Blank Exercises

1. If you ______ (heat) ice, it ______ (melt).

2. If he ______ (eat) too much, he ______ (feel) sick.
3. If students ______ (not study), they ______ (fail).
4. If babies ______ (be) hungry, they ______ (cry).
5. If it ______ (rain), the ground ______ (get) wet.
6. If people ______ (not wash) hands, they ______ (get) sick.
7. If you ______ (drop) a glass, it ______ (break).
8. If the wind ______ (blow), the trees ______ (move).
9. If the teacher ______ (come) late, the students ______ (make) noise.
10. If you ______ (touch) fire, you ______ (burn).
11. If cats ______ (see) mice, they ______ (chase).
12. If he ______ (drink) coffee at night, he ______ (not sleep).
13. If the sun ______ (rise), the day ______ (begin).
14. If children ______ (not eat), they ______ (feel) weak.
15. If water ______ (boil), steam ______ (appear).
16. If you ______ (not lock) the door, thieves ______ (enter).
17. If you ______ (read) books, you ______ (gain) knowledge.
18. If it ______ (snow), the road ______ (become) slippery.
19. If students ______ (talk) in class, the teacher ______ (get) angry.
20. If people ______ (not sleep), they ______ (feel) tired.

Assessment

1. If you heats water, it boil

2. If he do not eat, he dies

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 3. Does ice melts if you leave it in the sun
4. If babies cries, they hungry
5. If she not study, she fails
6. If the teacher come late, the class makes noise
7. What happen if you not sleep
8. If the dog bark, it bites always
9. Do plants dies if you forget water
10. If water freeze, it becoming ice

Speaking

Students ask and answer with a partner:

• What happens if you do not brush your teeth

• Does water freeze if you put it in the freezer
• How do you feel if you do not sleep

Writing

Students create five original Zero Conditional sentences about their own life, habits, or routines
and read them aloud.

Complete these

1. If you mix red and blue, ________.

2. If students don’t listen in class, ________.
3. If you leave food outside, ________.
4. If you study hard, ________.

Conclusion

Zero Conditionals are used to talk about facts, habits, and scientific truths. They always express
a result that is always the same when the condition happens. In modern English, they are not
limited to science but are commonly used for routines and everyday life. Students should notice
them in their daily Urdu or native language speech and try to translate them into English for
better practice.

Answer Sheet

1. If you heat ice, it melts.

2. If he eats too much, he feels sick.
3. If students do not study, they fail.
4. If babies are hungry, they cry.
5. If it rains, the ground gets wet.

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 6. If people do not wash hands, they get sick.
7. If you drop a glass, it breaks.
8. If the wind blows, the trees move.
9. If the teacher comes late, the students make noise.
10. If you touch fire, you burn.
11. If cats see mice, they chase.
12. If he drinks coffee at night, he does not sleep.
13. If the sun rises, the day begins.
14. If children do not eat, they feel weak.
15. If water boils, steam appears.
16. If you do not lock the door, thieves enter.
17. If you read books, you gain knowledge.
18. If it snows, the road becomes slippery.
19. If students talk in class, the teacher gets angry.
20. If people do not sleep, they feel tired.

First Conditionals

Lesson Objectives

1. Understand the meaning and use of the first conditional.

2. Form sentences using the correct structure of the first conditional.
3. Use first conditional sentences in speaking and writing.
4. Ask and answer questions using the first conditional.
5. Recognize how first conditionals are used in modern English.

Warm-Up

Ask students a few simple questions to connect grammar with daily life:

• What will you do if it rains tomorrow?

• If you are late for school, what will your teacher say
• What will happen if you do not eat breakfast

Definition

The first conditional is used to talk about real and possible situations in the present or future.

Sentence Structures and Examples

Type Structure Example

Affirmative If + Present Simple, will + base verb If it rains, we will stay inside.
Negative If + Present Simple not, will + base verb If you do not study, you will fail.
Interrogative (Yes/No) Will + subject + base verb if + Present Simple Will you call me if you arrive early?

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Interrogative-Negative Will + subject+ not + base verb if + Present Simple Will she not be happy if she wins the prize
WH-Question WH word + will + subject + base verb if + Present Simple What will you do if you miss the bus

Fill-in-the-Blank Practice

1. If it ______ (rain), we ______ (cancel) the picnic.

2. If you ______ (not exercise), you ______ (not stay) healthy.
3. ______ (she/marry) him if he ______ (propose)
4. If they ______ (finish) the project, they ______ (get) a bonus.
5. ______ (we/not miss) the train if we ______ (leave) now
6. If she ______ (arrive) early, she ______ (call) you.
7. If it ______ (not stop) raining, we ______ (not go) hiking.
8. What ______ (you/do) if you ______ (lose) your job
9. If he ______ (eat) too much, he ______ (feel) sick.
10. ______ (they/not succeed) if they ______ (not work) together
11. Where ______ (they/go) if they ______ (have) a vacation
12. If she ______ (not apologize), he ______ (not forgive) her.
13. Will you ______ (go) to the party if you ______ (finish) your homework
14. If you ______ (study) hard, you ______ (pass) the exam.
15. How ______ (we/solve) the problem if we ______ (not understand) it
16. If you ______ (not follow) the instructions, you ______ (not succeed).
17. ______ (he/help) you if you ______ (ask) nicely
18. When ______ (she/call) us if she ______ (need) help
19. ______ (he/not feel) better if he ______ (take) the medicine
20. Why ______ (he/leave) if he ______ (be) happy here

Reading Activity

Dialogue between Sahil and Mahir

Sahil: If it rains tomorrow, will you come to school

Mahir: Yes, I will. If it rains, I will bring an umbrella.
Sahil: Good idea. If we are free after class, we will play cricket.
Mahir: Yes, if we finish homework quickly, we will have time.

Writing Activity

Task: Write a short paragraph (four to five sentences) predicting your future using the first
conditional.
Example starter: If I study hard this year, I will...

Speaking Activity

Pair work: Students ask and answer questions using the first conditional.

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 • Where will you go if it rains tomorrow
• What will you do if you fail the exam?
• How will you feel if your best friend forgets your birthday?
• How will we solve the problem if we do not understand it?

Assessment Activity

Error correction:

• If it will rain, we stay inside.

• If you works hard, you will pass.
• Will you calls me if you arrive early

Quick test: Students write three correct first conditional sentences of their own.

Modern Usage Update

Grammarians note that in modern spoken English:

• Going to is often used instead of will in the main clause. Example: If you hurry, you are
going to catch the train.
• Contractions are common. Example: I will = I will, You will = You will, Will not = Will not.
• Contrast: Zero vs First

Type If-clause Result-clause Meaning/ Functions Example

Zero Present simple Present simple Facts/routines If you heat ice, it melts.
First Present simple Future simple Real/likely future If it rains, we’ll stay in.

Homework

Write fifteen sentences using the first conditional, mixing affirmative, negative, interrogative,
and WH-questions.

Conclusion

In this lesson, students learned how to form and use the first conditional to talk about real and
possible future situations. They practiced speaking, writing, reading, and listening. They also
understood how modern English sometimes uses going to instead of will and often uses
contractions. By connecting grammar to real life, students improved comprehension, accuracy,
and confidence.

Answer Key

1. If it rains, we will cancel the picnic.

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 2. If you do not exercise, you will not stay healthy.
3. Will she marry him if he proposes?
4. If they finish the project, they will get a bonus.
5. Will we not miss the train if we leave now?
6. If she arrives early, she will call you.
7. If it does not stop raining, we will not go hiking.
8. What will you do if you lose your job?
9. If he eats too much, he will feel sick.
10. Will they not succeed if they do not work together?
11. Where will they go if they have a vacation
12. If she does not apologize, he will not forgive her.
13. Will you go to the party if you finish your homework?
14. If you study hard, you will pass the exam.
15. How will we solve the problem if we do not understand it?
16. If you do not follow the instructions, you will not succeed.
17. Will he help you if you ask nicely?
18. When will she call us if she needs help?
19. Will he not feel better if he takes the medicine?
20. Why will he leave if he is happy here

Should Be, Could Be, Must Be, May Be, and Might Be

Lesson Objectives

1. Understand the meanings and grammatical functions of should be, could be, must be,
may be, and might be.
2. Construct sentences correctly in affirmative, negative, and interrogative forms using
these modals.
3. Use these modal structures appropriately in speaking and writing.
4. Recognize how these modals are used in modern English to show varying degrees of
certainty.
5. Apply the modals in real-life communication with confidence and accuracy.

Warm-Up

What are some ways we express advice, possibility, or certainty in English?

Write their answers on the board (examples: may be, must be, could be).

We use modal verbs with be to show advice, certainty, and possibility.”

Definition

Modal Verbs are helping (auxiliary) verbs that express ideas such as possibility, necessity,
advice, or certainty.

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 When combined with the verb “be,” modals describe states, roles, or ongoing actions.

General Structure

Structure The complement can be Example Functions

Modal Verb + be +Complement An adjective You should be more careful possibility
Modal Verb + be +Complement A noun She could be a teacher. possibility
Modal + be + Verb-ing + Object An -ing form He must be working. Certainty

Sentence Structures and Examples

Type Structure Example

+ Subject + Modal + Be + Complement She could be right.
– Subject + Modal + Not + Be + Complement He might not be ready.
? Modal + Subject + Be + Complement Should we be quiet now?
–? Modal + Subject + Not + Be + Complement Should we not be careful?
WH? WH-Word + Modal + Subject + Be + Complement Where could he be now?

Each of these modals has a specific use and meaning.

1. Should Be

Function: Gives advice or shows an expectation.

Examples:

• You should be polite to your elders.

• The train should be here by now.

2. Could Be

Function: Expresses a possibility or a conditional situation.

Examples:

• She could be the next class representative.

• We could be late if we don’t hurry.

3. Must Be

Function: Expresses certainty or strong necessity.

Examples:

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 • He must be tired after such a long day.
• You must be at school before 8 a.m.

4. May Be

Function: Indicates a possibility or permission.

Examples:

• It may be raining later, so take an umbrella.

• She may be right about the answer.

5. Might Be

Function: Shows a weaker or less certain possibility.

Examples:

• He might be at home, but I’m not sure.

• We might be going out tonight.

Understanding the Level of Certainty

Modal Meaning Probability

Might Weak possibility 30–50%
May Moderate possibility 50–70%
Must Strong certainty 90–100%

Note: “May Be” vs. “Maybe”

These look similar but have different meanings and grammar roles.

Form Part of Speech Meaning Example

May be Modal verb + base verb Expresses possibility She may be the new teacher.
Maybe Adverb Means “perhaps” or “possibly” Maybe we’ll go to the park later.

Fill in the blanks with should be, could be, must be, may be, or might be.

1. It ______ a good idea to save money early.

2. She ______ very happy with her results.
3. They ______ working on the new project.
4. You ______ proud of your success.
5. He ______ at the gym right now.
6. This ______ a great opportunity for you.

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 7. It ______ difficult to solve this problem.
8. We ______ careful while driving in rain.
9. The results ______ ready by now.
10. She ______ sleeping after a long day.
11. He ______ at home because the lights are on.
12. The weather ______ changing soon.
13. You ______ mistaken about that.
14. This ______ the best solution available.
15. They ______ meeting the manager today.
16. The children ______ tired after playing all day.
17. It ______ too late to catch the train.
18. She ______ busy, try calling later.
19. You ______ more polite to your teacher.
20. He ______ joking, that cannot be true.

Reading Activity (Dialogue between Sahil and Mahir)

Sahil: Mahir, where is Hamza? He is not answering his phone.

Mahir: He might be in class. The teacher said attendance is important today.
Sahil: It could be that his phone battery is dead.
Mahir: Maybe. But he should be here by now.
Sahil: He must be on his way. Let’s wait a few minutes.

Comprehension Questions:

1. Why do they think Hamza is not answering his phone?

2. Which modal shows strong certainty?
3. Which modal shows advice?

Writing Activity

Write a short paragraph predicting the outcome of an event (e.g., a cricket match).
Use at least five sentences with different modals.

Speaking Activity

In pairs, discuss your weekend plans using modals such as should be, could be, might be,
and may be to express possibilities, plans, and advice.

Conclusion

Modal verbs like should be, could be, must be, may be, and might be are vital for expressing
degrees of certainty, advice, and possibility. Understanding their subtle differences helps
students speak and write English more naturally and politely. In modern English, these modals

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are used flexibly to reflect tone, politeness, and attitude — making them an essential tool for
effective communication.

Homework

Observe a real-life situation (e.g., weather forecast, classroom event, or home discussion) and
write a short paragraph using at least five modals.

There are a few other expressions:

1. Can be
o Functions: Indicates possibility or ability.
o Examples:
▪ This task can be completed today.
▪ She can be very kind when she wants to.
2. Will be

o Functions: Expresses certainty about the future.

o Examples:
▪ She will be here at 5 PM.
▪ The event will be amazing.

3. Would be
o Functions: Describe hypothetical situations or polite expressions.
o Examples:
▪ It would be nice to see her again.
▪ This would be a good plan if we had more time.

Answer Sheet

1. It should be a good idea to save money early.

2. She must be very happy with her results.
3. They could be working on the new project.
4. You should be proud of your success.
5. He might be at the gym right now.
6. This could be a great opportunity for you.
7. It may be difficult to solve this problem.
8. We should be careful while driving in rain.
9. The results should be ready by now.
10. She might be sleeping after a long day.
11. He must be at home because the lights are on.
12. The weather may be changing soon.
13. You could be mistaken about that.
14. This must be the best solution available.

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 15. They may be meeting the manager today.
16. The children must be tired after playing all day.
17. It might be too late to catch the train.
18. She may be busy, try calling later.
19. You should be more polite to your teacher.
20. He must be joking, that cannot be true.

Use of "Be Supposed To" (Present, Past, and Future)

Lesson Objectives:

1. Understand the structure and meaning of “be supposed to” in the present, past, and
future tenses.
2. Identify and construct all sentence types: affirmative, negative, interrogative, negative
interrogative, and WH-questions.
3. Use “be supposed to” accurately in writing and speaking activities.
4. Recognize how “be supposed to” expresses expectation, obligation, or duty.
5. Apply this structure in daily communication and maintain attention and discipline during
practice.

Warm-up

“What are students supposed to do in class?”

“We are supposed to listen to the teacher,” or “We are supposed to do our homework.”

Definition

“Be supposed to” means an action is expected, required, or normal.

It shows duties, responsibilities, or social expectations, though they might not always happen.

Presentation

Explain that “be supposed to” expresses expectations:

• Present: what people should do now

• Past: what people were expected to do but maybe did not
• Future: what people will be expected to do later

General Structure:

1. Present: am, is, are + supposed to + base verb

Example: She is supposed to attend the meeting.
2. Past: was, were + supposed to + base verb
Example: They were supposed to call you yesterday.

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 3. Future: will be + supposed to + base verb
Example: I will be supposed to submit my report tomorrow.

Complete each sentence with the correct form of “be supposed to.”

1. She ______ (help) her mother in the kitchen.

2. They ______ not ______ (make) noise during the lecture.
3. ______ you ______ (submit) your project tomorrow.
4. What ______ we ______ (do) now.
5. He ______ (attend) the meeting but he forgot.
6. We ______ (not arrive) late for the presentation.
7. ______ they ______ (finish) their homework yesterday.
8. I ______ (call) my friend, but I didn’t.
9. Students ______ (follow) the rules of the classroom.
10. ______ she ______ (visit) the doctor this evening.
11. You ______ (not eat) food in the computer lab.
12. The guests ______ (come) by 7 PM.
13. ______ he ______ (join) the training program next week.
14. They ______ (submit) the form last Friday.
15. We ______ (be) ready for the test tomorrow.
16. The children ______ (stay) quiet during the movie.
17. ______ I ______ (bring) my notebook to the class.
18. He ______ (not park) his car here.
19. What ______ you ______ (say) in the meeting.
20. She ______ (complete) her assignment before leaving.

Reading Activity

Dialogue between Sahil and Mahir

Sahil: Hey Mahir, we are supposed to meet Sir Ali at 2 PM, right
Mahir: Yes, but I think he was supposed to be here earlier.
Sahil: Maybe he had another meeting. Are we supposed to wait here
Mahir: Yes, we are supposed to stay until he arrives.
Sahil: Okay, what are we supposed to discuss with him
Mahir: The new class project. We are supposed to bring our notes too.

Comprehension Question:
What are Sahil and Mahir supposed to do with Sir Ali

Writing Activity

Write a short paragraph about your daily rules or duties using “be supposed to.”
Example:

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In our school, we are supposed to arrive before 8 AM. Students are not supposed to use phones
in class. Teachers are supposed to help us with our studies. We are supposed to respect
everyone and keep the classroom clean.

Speaking Activity

In pairs, ask and answer the following questions:

1. What are tourists supposed to do when they visit your city

2. What are students supposed to do during exams
3. What were you supposed to do yesterday but forgot
4. What will you be supposed to do next weekend

Describe this picture while use be supposed to:

Assessment Activity

Correct the following sentences.

1. He supposed to come early.

2. They was supposed to help me.
3. I am not suppose to talk now.
4. Are she supposed to finish this
5. What you are supposed to do

Quick Test
Write one sentence in each form (affirmative, negative, interrogative, WH).

Modern Usage Update

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Modern grammarians note that “be supposed to” has become more flexible in spoken English.
According to Oxford and Cambridge Grammar references:

• It often replaces “should” or “must” when referring to social rules or expectations.

• In modern speech, contractions like “supposed to” sound like “sposed to,” but this is
informal and should not be used in writing.
• It is common in conversations to express mild obligation without sounding strict.

Visual Summary

“Be supposed to” shows what people are expected or required to do in different times:
Present – what should happen now
Past – what should have happened
Future – what will be expected

Homework

Write a diary entry about what you were supposed to do today and whether you completed it.
Example: I was supposed to clean my room, but I forgot. I was also supposed to call my cousin,
but I did not have time.

Conclusion

“Be supposed to” is an important structure for expressing duties, responsibilities, and social
expectations. It helps students communicate clearly about what should happen or what was
planned. By practicing this tense in all forms, students develop discipline, comprehension, and
accuracy in speaking and writing. Regular use of this form strengthens understanding of both
grammar and real-life communication.

Answer Sheet

1. is supposed to help
2. are not supposed to make
3. Are you supposed to submit
4. are we supposed to do
5. was supposed to attend
6. are not supposed to arrive
7. Were they supposed to finish
8. was supposed to call
9. are supposed to follow
10. Is she supposed to visit
11. are not supposed to eat
12. are supposed to come
13. Will he be supposed to join

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 14. were supposed to submit
15. will be supposed to be
16. are supposed to stay
17. Am I supposed to bring
18. is not supposed to park
19. are you supposed to say
20. is supposed to complet

Lesson on "Can't Help" and "Couldn't Help"

Lesson Objectives

1. Define and understand the meaning of can’t help and couldn’t help.
2. Use these phrases correctly to express uncontrollable feelings or actions.
3. Form all sentence types including affirmative, negative, interrogative, negative
interrogative, and WH-questions.
4. Develop speaking and writing confidence by using the structures in real-life examples.
5. Strengthen comprehension, focus, and self-discipline while expressing emotions
respectfully.

Warm-up

• When was the last time you laughed so hard you couldn’t stop?
• Is there something you can’t help doing every day?

Example: I couldn’t help laughing yesterday.

Definition

Can’t help means you are unable to stop yourself from doing something now.
Couldn’t help means you were unable to stop yourself from doing something in the past.

Both express that something happens naturally or emotionally, without control.

Basic Rules

1. Always use a verb with -ing (the gerund) after can’t help or couldn’t help.
2. Use can’t help for the present.
3. Use couldn’t help for the past.
4. These phrases show that emotions or reactions are strong and natural.
5. The form can help doing is grammatically possible but rare; in real English, can’t help is
far more common.

Present can’t help sentence Structures and Examples

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 Type Structure Example
+ Subject + can help + verb-ing She can help smiling sometimes.
– Subject + can’t help + verb-ing I can’t help laughing at his jokes.
? Can + subject + help + verb-ing Can you help smiling at that
–? Can’t + subject + help + verb-ing Can’t you help laughing when you see that
WH? WH + can + subject + help + verb-ing Why can’t you help laughing so much

Past couldn’t help sentence Structures and Examples

Type Structure Example

+ Subject + could help + verb-ing She could help reacting too strongly.
– Subject + couldn’t help + verb-ing He couldn’t help crying during the sad movie.
? Could + subject + help + verb-ing Could you help laughing yesterday
–? Couldn’t + subject + help + verb-ing Couldn’t they help smiling at the news
WH? WH + could + subject + help + verb-ing Why couldn’t you help crying at that scene

Note: In natural English, only the negative form (can’t help / couldn’t help) is common. The
positive forms are grammatically correct but rarely used because the meaning is about inability
to control something.

Examples: Can’t Help / Couldn’t Help

Type Tense Structure Example Explanation

Negative (Common & Present can’t help + verb- I can’t help laughing Natural and correct — expresses you can’t
Natural) ing when I see that video. control your laughter.
Negative (Past) Past couldn’t help + She couldn’t help Natural and correct — she was unable to
verb-ing crying at the sad news. stop crying.
Positive (Grammatically Present can help + verb- I can help laughing Grammatically okay but unnatural — means
Correct but Rare) ing when I see that video. you are able to control laughter.
Positive (Past) Past could help + verb- She could help crying Grammatically okay but sounds unnatural —
ing at the sad news. means she was able to stop crying.

Summary

• ✅ Use “can’t help / couldn’t help” → natural, idiomatic English for “unable to
control.”
• Avoid “can help / could help” in this meaning → technically possible but rarely used
because it changes the meaning (it means “able to control,” which is opposite of the
idiom).

Fill in each blank with can’t help or couldn’t help and the correct verb in parentheses.

1. I ______ (laugh) when I saw his funny face.

2. She ______ (cry) after reading that sad letter.

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 3. We ______ (smile) when we remembered our childhood.
4. He ______ (feel) nervous before his first interview.
5. They ______ (notice) how beautiful the garden was.
6. I ______ (think) about that song again and again.
7. She ______ (laugh) during the serious meeting.
8. We ______ (not stop) talking about our trip yesterday.
9. He ______ (feel) proud of his success.
10. They ______ (worry) before the exam last night.
11. I ______ (yawn) in the middle of the lecture.
12. She ______ (stare) at the painting for minutes.
13. We ______ (miss) our friends after school ended.
14. He ______ (smile) when his teacher praised him.
15. They ______ (giggle) during the quiet part of the video.
16. I ______ (wonder) what she was thinking.
17. She ______ (blush) when everyone looked at her.
18. We ______ (remember) the fun we had last year.
19. He ______ (feel) sorry for missing the meeting.
20. They ______ (laugh) at the joke even though it was silly.

Reading Activity

Sahil and Mahir are talking after class.

Sahil: I couldn’t help laughing during the play. It was so funny.

Mahir: I know, I couldn’t help it either. Even the teacher smiled.
Sahil: I can’t help remembering the way the actor spoke.
Mahir: Yes, and now I can’t help repeating his lines.
Sahil: We should focus next time, or the teacher might not be happy.
Mahir: You’re right. We must control ourselves, even if it’s hard.

Ask students what emotions the boys could not control and how they can show more discipline
next time.

Writing Activity

Write a short paragraph about a time when you couldn’t help doing something.
Example:
Yesterday, I couldn’t help laughing when my friend slipped on a banana peel. I felt bad but it
was so unexpected. Later, I apologized to him. Sometimes, emotions come quickly and we can’t
control them.

Speaking Activity

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Ask students to share three sentences aloud:

1. Something they can’t help doing every day.

2. Something they couldn’t help doing in the past.
3. Something they try to help controlling now.

Example answers:
I can’t help checking my phone every morning.
I couldn’t help crying when I left school.
I try to help myself stay calm when I’m angry.

Assessment Activity

Part A: Quick Test

Choose the correct option.

1. I ______ thinking about my old school.

a. can help b. can’t help
2. She ______ crying when she saw the puppy.
a. couldn’t help b. can help
3. We ______ laughing during the show.
a. can’t help b. could help
4. They ______ smiling after winning the match.
a. couldn’t help b. can help
5. He ______ worrying before his exams.
a. can help b. can’t help

Modern Usage Update

Modern linguists explain that can’t help and couldn’t help are idiomatic semi-modal structures
that describe emotional or automatic actions.
According to the Cambridge Grammar of English (2020), the phrase can’t help but + base verb is
more common in American English, while can’t help + verb-ing is used in both American and
British English.
Example:
I can’t help but laugh = I can’t help laughing.

Homework

Write two short paragraphs:

1. Use can’t help five times in sentences about your present feelings or habits.
2. Use couldn’t help five times in sentences about things that happened in the past.

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Conclusion

Can’t help and couldn’t help are simple yet expressive structures that describe moments when
we cannot control our emotions or actions. They make our language more natural and human,
showing laughter, surprise, sadness, or joy. Using these correctly helps students speak and
write English more fluently while understanding emotional situations clearly. As learners, when
we practice discipline and reflection, we can better manage both our language and our
emotions — an important skill for good communication and good character.

Answer Sheet

1. I couldn’t help laughing when I saw his funny face.

2. She couldn’t help crying after reading that sad letter.
3. We couldn’t help smiling when we remembered our childhood.
4. He couldn’t help feeling nervous before his first interview.
5. They couldn’t help noticing how beautiful the garden was.
6. I can’t help thinking about that song again and again.
7. She couldn’t help laughing during the serious meeting.
8. We couldn’t help talking about our trip yesterday.
9. He can’t help feeling proud of his success.
10. They couldn’t help worrying before the exam last night.
11. I can’t help yawning in the middle of the lecture.
12. She couldn’t help staring at the painting for minutes.
13. We couldn’t help missing our friends after school ended.
14. He can’t help smiling when his teacher praised him. (or “couldn’t help smiling” if past
context is preferred)
15. They couldn’t help giggling during the quiet part of the video.
16. I can’t help wondering what she was thinking.
17. She couldn’t help blushing when everyone looked at her.
18. We couldn’t help remembering the fun we had last year.
19. He couldn’t help feeling sorry for missing the meeting.
20. They couldn’t help laughing at the joke even though it was silly.

Part A: Answer Key:

1-b, 2-a, 3-a, 4-a, 5-b

Be Able To (Present, Past & Future)

Lesson Objectives

By the end of the lesson, students will be able to

21
 1. Use be able to correctly in present, past, and future tenses
2. Express ability and possibility across different time frames
3. Form all sentence types accurately
4. Distinguish between can, could, and be able to
5. Apply correct forms in speaking and writing tasks
6. Maintain attention and discipline through structured classroom practice

Warm-up Activity

Teacher asks quick questions using can/could:

• Can you ride a bicycle?

• Could you swim when you were 8 years old?

Definition

“Be able to” means to have the ability or possibility to do something.

• It is often used instead of can/could, but it is more flexible across tenses.

• Grammarians highlight: Can does not have a future form, so we use will be able to.

General Structure:

1. Present: am, is, are + able to + base verb

Example: She is able to solve the problem easily.
2. Past: was, were + able to + base verb
Example: They were able to finish the work on time.
3. Future: will be + able to + base verb
Example: I will be able to join the class tomorrow.

Fill in each blank with the correct form of be able to.

1. I ______ finish my work before lunch today.

2. She ______ visit her grandmother last week.
3. We ______ join the event tomorrow.
4. They ______ find their lost dog yesterday.
5. He ______ not come to the meeting today.
6. ______ you ______ solve this puzzle
7. She ______ swim when she was five.
8. I ______ not go to school last Monday.
9. ______ he ______ complete the task in time
10. We ______ play the piano very well now.
11. They ______ travel abroad next summer.
12. She ______ not attend the online class yesterday.

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 13. I ______ speak confidently after practice.
14. ______ you ______ understand the lecture
15. He ______ not run fast before, but now he can.
16. They ______ fix the car themselves last night.
17. She ______ bake a cake for the party tomorrow.
18. I ______ not join because I will be busy.
19. ______ they ______ answer all the questions
20. He ______ improve his writing through regular study.

Reading Activity (Dialogue: Sahil and Mahir)

Sahil: Mahir, are you able to complete the project today

Mahir: Not yet, but I will be able to finish it by tomorrow.
Sahil: Were you able to find the data we needed
Mahir: Yes, I was able to collect it from the school library.
Sahil: Great, then we will be able to present everything on time.
Mahir: Yes, teamwork always makes us able to succeed.

Writing Activity

Write three sentences using be able to in each tense.

Present: Write what you can do now.
Past: Write what you were able to do last year.
Future: Write what you will be able to do next month.

Speaking Activity

Work in pairs and ask each other

Are you able to use a computer well
Were you able to wake up early today
Will you be able to travel during summer holidays

Students take turns answering and explaining their answers in full sentences.

Assessment Activity

1. Correct the errors in these sentences.

a. He was able to speaks English fluently.
b. They will able to come tomorrow.
c. I am able finish it now.
2. Quick test
a. Which tense uses will be able to
b. Write one negative and one interrogative sentence using past form.

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Modern Usage Update

Linguists and grammarians note that in modern English, be able to is increasingly used for
formal writing and precise expression of ability in specific situations.
In conversation, can and could remain more common for general ability.
In academic and professional English, be able to is preferred because it fits all tenses and avoids
confusion when referring to future time.

Homework

1. Write twelve sentences using be able to

Four in present, four in past, and four in future tense
2. Interview a partner and ask
What are you able to do now that you were not able to do last year
Write a short paragraph summarizing their answers

Conclusion

Be able to is a flexible and useful expression for showing ability across all tenses. It helps
learners speak and write with clarity and accuracy.
In modern English, it is often chosen for formal and future contexts where can and could do not
fit.
Through continuous practice in reading, speaking, and writing, students will be able to express
their abilities with confidence and discipline.

Answer Sheet for Practice

1. am able to finish my work before lunch today

2. was able to visit her grandmother last week
3. will be able to join the event tomorrow
4. were able to find their lost dog yesterday
5. is not able to come to the meeting today
6. Are you able to solve this puzzle
7. was able to swim when she was five
8. was not able to go to school last Monday
9. Was he able to complete the task in time
10. are able to play the piano very well now
11. will be able to travel abroad next summer
12. was not able to attend the online class yesterday
13. am able to speak confidently after practice
14. Are you able to understand the lecture
15. was not able to run fast before but now he can
16. were able to fix the car themselves last night
17. will be able to bake a cake for the party tomorrow

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 18. will not be able to join because I will be busy
19. Were they able to answer all the questions
20. is able to improve his writing through regular study

CAUSATIVE VERBS Make, Get, Have, (Has)

Objectives

1. Understand the meaning and use of causative verbs Make, Get, and Have.
2. Differentiate between their functions (force, persuasion, assignment).
3. Use these verbs correctly in affirmative, negative, interrogative, and WH-questions.
4. Apply causative verbs in real-life speaking and writing contexts.
5. Recognize modern usage differences in formal and informal English.

Warm-up

Do you always do your own work, or do you sometimes ask others to do it for you?

1. I make my wife clean my room.

2. Ali makes me drive his car.
3. His master made him wash dirty clothes.
Definition:
Causative verbs are used when the subject causes someone else to do something. They show
force, persuasion, or arrangement.

Functions, Structures, and Examples of Causative Verbs

Word Function Structure Example
Make To force someone (no choice) Make + object + base verb The teacher made the students stay after class.
Get To persuade or convince (choice) Get + object + to-infinitive The teacher got the students to stay after class.
Have To assign or arrange (responsibility) Have + object + base verb The teacher had the students stay after class.
Sentence Structures and Examples
Type Make (force) Get (persuade) Have (assign)
Affirmative She makes him study. She gets him to study. She has him study.
Negative She does not make him study. She does not get him to study. She does not have him study.
Interrogative Does she make him study? Does she get him to study? Does she have him study?
Negative Interrogative Does she not make him study? Does she not get him to study? Does she not have him study?
WH-Question Why does she make him study? How does she get him to study? When does she have him study?

Fill-in-the-Blank Practice

1. My parents ___ me clean my room every weekend. (make)

2. The teacher ___ the students rewrite them essay. (have)
3. She ___ her friend to carry the bag for her. (get)
4. The manager ___ his employees work overtime. (make)
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 5. We ___ the plumber fix the leak yesterday. (have)
6. They ___ their son to practice piano daily. (get)
7. The coach ___ the players run extra laps. (make)
8. She ___ the assistant prepare the documents. (have)
9. He ___ his classmates to join the debate. (get)
10. I ___ my brother wash the car last week. (make)
11. The boss ___ the secretary type the letter. (have)
12. We ___ our cousin to babysit the children. (get)
13. The parents ___ their child apologize. (make)
14. She ___ her gardener cut the grass. (have)
15. He ___ his colleague to cover his shift. (get)
16. They ___ their neighbor feed the cat. (have)
17. The police ___ the thief tell the truth. (make)
18. She ___ her stylist to change the design. (get)
19. I ___ my tailor stitch the new dress. (have)
20. The principal ___ the students attend the seminar. (make)

Reading Activity (Dialogue)

Sahil: Mahir, who cleaned your room?

Mahir: I had my younger brother clean it.
Sahil: Really? My mom made me clean mine myself.
Mahir: That’s tough. Yesterday, I got my cousin to help me with my homework too.
Sahil: Wow, you’re lucky. People always make me do things myself.

Writing Activity

Rewrite each sentence using make, get, or have as a causative verb.

1. The manager forced the employees to stay late.

2. She persuaded her brother to help with the housework.
3. The company hired a designer to create their website.
4. The teacher encouraged the students to read more books.
5. The parents insisted that their son clean his room.

Speaking Activity

• Pair Work: Students take turns giving each other tasks using causative verbs.
• Example: Make your partner stand up. Get your partner to ask you a question. Have your
partner write a word on the board.

Assessment Activity

Error Correction

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 1. She got me do my homework.
2. They have him to clean the office.
3. My parents makes me study every night.

Quick Test
Choose the correct option.

1. I will ___ my assistant book the tickets. (make / have / get)

2. He ___ his brother to carry the bag. (get / make / have)
3. The teacher ___ the students stay late yesterday. (had / got / makes)

Homework

1. Write 10 sentences using make, get, and have in different tenses.

2. Transform 5 normal sentences into causative sentences.
3. Prepare a short dialogue between two friends using at least one example of each verb.

Conclusion

Causative verbs Make, Get, and Have are powerful tools in English. They allow us to express
how one person causes another to act. While make shows force, get shows persuasion, and
have shows arrangement or responsibility. In modern English, get is often used in conversation,
have in formal settings, and make when emphasizing authority or pressure. Mastery of these
verbs improves both accuracy and fluency in communication.

Causative Verbs Across Tenses

Tense Make (Force) Get (Persuade) Have (Assign)
Present She makes her son clean his room. She gets her friend to help with She has the maid cook dinner.
Simple homework.
Past Simple She made the child eat vegetables. She got her brother to fix the bike. She had the gardener cut the grass.
Future Simple She will make him apologize. She will get her colleague to join the She will have the mechanic repair the car.
project.
Present She is making the kids go to bed. She is getting her classmates to sign She is having the teacher explain the rules
Continuous the form. again.
Past She was making the dog stay quiet. She was getting her cousin to dance. She was having the tailor adjust the dress.
Continuous
Future She will be making the students She will be getting her sister to bake She will be having the plumber check the
Continuous practice. a cake. pipes.
Present She has made her team work harder. She has gotten her boss to approve She has had her assistant send the emails.
Perfect the plan.
Past Perfect She had made the class remain silent. She had gotten her parents to agree. She had had the lawyer prepare the
contract.
Future Perfect She will have made him finish the She will have gotten her friend to She will have had the doctor check her
report. vote. eyes.
Present She has been making her son practice She has been getting her partner to She has been having the chef prepare
Perfect piano. exercise. special dishes.
Continuous

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Past Perfect She had been making the workers She had been getting her neighbor She had been having the artist paint her
Continuous arrive early. to drive her. portrait.
Future Perfect She will have been making the players She will have been getting her She will have been having the builder
Continuous train daily. husband to save money. renovate the house.
Causative Verbs with Modals
M/ V Example with Make (Force) Example with Get (Persuade) Example with Have (Assign)
Can She can make the dog stay quiet. She can get her friend to help. She can have the waiter bring water.
Could She could make the kids clean up. She could get her brother to drive her. She could have the tailor adjust the dress.
May She may make him practice lesson. She may get him to approve the plan. She may have the mechanic check the car.
Might She might make them arrive early. She might get her cousin to sing. She might have the chef cook a special meal.
Must She must make the students listen. She must get her partner to exercise. She must have the lawyer prepare the contract.
Shall She shall make her brother apologize. She shall get the team to attend. She shall have the teacher explain again.
Should She should make the children sleep. She should get her friend to vote. She should have the doctor check her eyes.
Will She will make the players practice. She will get her neighbor to join. She will have the plumber fix the sink.
Would She would make him stop smoking. She would get her classmates to sign. She would have her assistant send emails.

Choose the Correct Modal Verb

Select the correct modal verb (can, could, may, might, must, shall, should, will, would) to
complete the sentences.

1. You ___ make your child do his homework every day. (Strong necessity)
2. He ___ have the plumber fix the leak. (Polite suggestion)
3. They ___ get their friend to help them move. (Future certainty)
4. We ___ make her apologize if she refuses. (Possibility)
5. She ___ have her hair cut before the wedding. (Future plan)
6. The teacher ___ get the students to participate more. (Mild suggestion)
7. You ___ have a mechanic check your car. (Strong recommendation)
8. He ___ make them stay late if they don’t finish on time. (Hypothetical possibility)

Answer Key

Fill-in-the-Blank Practice

1. My parents make me clean my room every weekend.

2. The teacher had the students rewrite the essay.
3. She got her friend to carry the bag for her.
4. The manager made his employees work overtime.
5. We had the plumber fix the leak yesterday.
6. They get their son to practice piano daily.
7. The coach made the players run extra laps.
8. She had the assistant prepare the documents.
9. He got his classmates to join the debate.
10. I made my brother wash the car last week.
11. The boss had the secretary type the letter.

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 12. We got our cousin to babysit the children.
13. The parents made their child apologize.
14. She had her gardener cut the grass.
15. He got his colleague to cover his shift.
16. They had their neighbor feed the cat.
17. The police made the thief tell the truth.
18. She got her stylist to change the design.
19. I had my tailor stitch the new dress.
20. The principal made the students attend the seminar.

Rewrite the Sentences Using Causative Verbs

1. The manager made the employees stay late. (make)

2. She got her brother to help with the housework. (get)
3. The company had a designer create their website. (have)
4. The teacher got the students to read more books. (get)
5. The parents made their son clean his room. (make)

Choose the Correct Modal Verb

1. You must make your child do his homework every day. (Strong necessity)
2. He could have the plumber fix the leak. (Polite suggestion)
3. They will get their friend to help them move. (Future certainty)
4. We might make her apologize if she refuses. (Possibility)
5. She will have her hair cut before the wedding. (Future plan)
6. The teacher should get the students to participate more. (Mild suggestion)
7. You must have a mechanic check your car. (Strong recommendation)
8. He would make them stay late if they don’t finish on time. (Hypothetical possibility)

Using Nonetheless, Despite/In spite of, and Instead of

Lesson Objectives
[Link] the meaning and usage of nonetheless, despite, in spite of, and instead of
[Link] these connectors correctly in speaking and writing
[Link] differences in formality and structure among these connectors
[Link] are connectors and why are they important?
5. Improve coherence, attention, and comprehension in communication

What Are Connectors?

Connectors are words we use to join sentences or ideas together. They show the link between
two thoughts, like contrast (difference), cause and effect, or choice. Using connectors helps
make speaking and writing smooth and easy to understand.

Why are Connectors Important?

1. Make Ideas Easy – They help others understand your thoughts clearly.

29
 2. Smooth Flow – Without connectors, sentences can sound broken or awkward.
3. Show Links –They explain how one idea relates to another (showing difference or choice).
4. Add Variety – Using connectors makes your language more interesting.

Warm-up

It was raining. We went outside.

He was sick. He went to school.

Definition: Connectors are words or phrases used to link sentences and ideas. They show
contrast, addition, alternatives, or conditions.

Basic Rules
• Nonetheless shows contrast or something surprising
• Despite or In spite of show that something happened even with a problem or obstacle
• Instead of shows an alternative choice

Explanation and Examples

1. Nonetheless (‫ اس ےک باوجود‬،‫ پھر بیھ‬،‫)تاہم‬

• Meaning: It shows contrast. It means “even though the first idea is true, the second idea
still happened.”
• Examples:
o She was tired. Nonetheless, she kept working.
o The story was long. Nonetheless, it was very interesting.
• How to Use: Put it after a full stop or semicolon to connect two complete sentences.
‫)ےک بجا ے‬
2. Instead of (‫ ےک عوض‬،‫ئ‬

• Meaning: It shows a choice or alternative.

• Examples:
o I decided to stay home instead of going out.
o She drank water instead of juice.
• How to Use: Use it before a noun or an -ing verb.
o Correct: Instead of eating cake, I ate fruit.

3. Despite (‫ ےک باوجود‬،‫)باوجود‬

• Meaning: It shows that something happened even though there was a difficulty.
• Examples:
o Despite the rain, we went hiking.
o Despite his illness, he went to work.
• How to Use: Followed by a noun, a noun phrase, or an -ing verb.

30
 o Correct: Despite the bad weather, the game continued.
o Correct: Despite working hard, he failed.

4. In spite of ‫ ےک باوجود‬،‫باوجود‬

• Meaning: Same as “despite.” It also shows that something happened even though there
was a problem.
• Examples:
o In spite of his hard work, he failed the exam.
o In spite of being tired, she finished her homework.
• How to Use: Followed by a noun, a noun phrase, or an -ing verb.
o Correct: In spite of the traffic, they arrived on time.
o Correct: In spite of trying, he could not solve the problem.

comparison table between Despite and In spite of:

Point Despite In spite of

Meaning Although / Even with that problem Although / Even with that problem
Structure Followed by a noun, noun phrase, or -ing verb Followed by a noun, noun phrase, or -ing verb (always has of)
Formality More formal, common in writing Less formal, common in speaking
Example 1 Despite the rain, we played football. In spite of the rain, we played football.
Example 2 Despite working hard, he failed the exam. In spite of working hard, he failed the exam.

Fill-in-the-Blank: Choose the correct connector nonetheless, despite, in spite of, or instead of

1 It was raining heavily. ______ we went for a walk.

2 She was tired. ______ she finished her project.
3 He stayed home ______ going to the party.
4 ______ his hard work, he failed the exam.
5 The book was boring. ______ I read it until the end.
6 She smiled ______ being upset.
7 He chose tea ______ coffee.
8 The traffic was heavy. ______ we arrived on time.
9 ______ his illness, he went to school.
10 I played football ______ studying for the test.
11 She was nervous. ______ she spoke clearly.
12 They decided to stay inside ______ going out.
13 ______ the noise, the baby slept peacefully.
14 He helped his friend ______ being busy.
15 She wore a jacket. ______ she felt cold.
16 The movie was long. ______ I enjoyed it.
17 He used his phone ______ reading the book.
18 She accepted the challenge ______ being afraid.

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19 They played cricket ______ the hot weather.
20 I walked to school ______ taking the bus.

Reading Activity Sahil and Mahir Dialogue

Sahil It was raining heavily. Nonetheless, I went to the library.

Mahir That is true. Despite the rain, I also walked to class.
Sahil Yes. Instead of taking the bus, I preferred walking.

Students practice the dialogue in pairs, then create their own with the same connectors.

Writing Activity

Write a short paragraph of five to six sentences about a challenge you faced. Use nonetheless,
despite or in spite of, and instead of at least once each.

Speaking Activity

In pairs students complete oral prompts

I wanted to sleep. ______ I finished my homework.
She was sick. ______ she attended the lecture.
I chose to read. ______ watching television.

Assessment Activity

Error Correction
1 Despite the cold weather, nonetheless we went outside.
2 I studied hard, in spite of I failed the test.
3 He decided to rest instead of he went to work.

Quick Test Choose the correct connector

1 She was late. ______ she finished the exam.
2 I drank juice ______ tea.

Modern Usage Update

• Nonetheless is more formal and is mostly used in writing and academic texts though
some speakers use it in formal speech
• Despite and In spite of are interchangeable. Despite is more common in modern English
because it is shorter
• Instead of is widely used in both spoken and written English and has not changed much
in usage
• Linguists note that many younger speakers often use but still or anyway instead of
nonetheless in conversation

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Visual Summary

Nonetheless shows contrast

Despite or In spite of show something happened even with difficulty
Instead of shows an alternative

Homework

Write a 200-word essay on one of the following topics

1 The advantages and disadvantages of online learning
2 My favorite sport
Use nonetheless, despite or in spite of, and instead of at least once each

Conclusion

Using connectors like "nonetheless," "despite/in spite of," and "instead of" helps you express
your thoughts more clearly and logically. They allow you to show contrasts, exceptions, and
alternatives, making your communication smoother and more interesting. By practicing these
connectors, you can improve both your writing and speaking skills, making your language more
fluent and professional.

Answer Key

Fill-in-the-Blank Practice

1 It was raining heavily. Nonetheless we went for a walk.

2 She was tired. Nonetheless she finished her project.
3 He stayed home instead of going to the party.
4 Despite his hard work, he failed the exam.
5 The book was boring. Nonetheless I read it until the end.
6 She smiled in spite of being upset.
7 He chose tea instead of coffee.
8 The traffic was heavy. Nonetheless we arrived on time.
9 Despite his illness, he went to school.
10 I played football instead of studying for the test.
11 She was nervous. Nonetheless she spoke clearly.
12 They decided to stay inside instead of going out.
13 Despite the noise, the baby slept peacefully.
14 He helped his friend in spite of being busy.
15 She wore a jacket. Nonetheless she felt cold.
16 The movie was long. Nonetheless I enjoyed it.
17 He used his phone instead of reading the book.
18 She accepted the challenge in spite of being afraid.

33
19 They played cricket despite the hot weather.
20 I walked to school instead of taking the bus.

Assessment Activity

Error Correction
1 Despite the cold weather, nonetheless we went outside.
Correction Despite the cold weather, we went outside. Nonetheless, we enjoyed the walk.

2 I studied hard, in spite of I failed the test.

Correction I studied hard. In spite of that, I failed the test.

3 He decided to rest instead of he went to work.

Correction He decided to rest instead of going to work.

Quick Test
1 She was late. Nonetheless she finished the exam.
2 I drank juice instead of tea.

Connectors "However," "Moreover," and "Besides"

Lesson Objectives

1. Understand the meaning and usage of the connectors However, Moreover, and Besides.
2. Use these connectors correctly in speaking and writing.
3. Differentiate between contrast and addition connectors.
4. Improve fluency, coherence, and discipline in communication.

Warm-up

• I studied hard. I failed the exam.

• She is kind. She is generous.

Definition

Connectors are words or phrases used to link sentences or ideas together. They show contrast,
addition, cause, sequence, or condition.

Basic Rules

• However = contrast between two ideas.

• Moreover = adding strong extra information (formal).
• Besides = giving extra information or reason (less formal, spoken English).

34
 However

Connector 1: However

• Meaning in Urdu: ‫ لیکن‬/ ‫تاہم‬

• Usage: To show contrast between two ideas.
• Position: Beginning, middle, or end of a sentence (commonly after semicolon or full
stop).

Examples

I wanted to go for a walk; however, it started raining.

She is very talented. However, she lacks confidence.

Exercise 1: However (Contrast)

Fill in the blanks with however:

1. I wanted to buy the shoes; ________, they were too expensive.

2. She worked very hard; ________, she didn’t pass the exam.
3. He is rich; ________, he is not happy.
4. I tried to call you; ________, your phone was switched off.

Moreover

Connector 2: Moreover

• Meaning in Urdu: ‫ مزید برآں‬/ ‫اس ےک عالوہ‬

• Usage: To add extra supporting information.
• Position: At the beginning of a sentence or after a semicolon.

Examples

The weather is perfect for a picnic; moreover, the park is not crowded.
She is a talented artist; moreover, she has won several awards.

Exercise 2: Moreover (Addition/Emphasis)

Complete the sentences with moreover:

1. The hotel is cheap; ________, it is close to the beach.

2. She is intelligent; ________, she is very hardworking.
3. The book is easy to read; ________, it is full of useful information.
4. The new teacher is friendly; ________, he explains lessons very clearly.

35
 5. The weather is perfect for a picnic; ________, the park is not crowded.

Besides

Connector 3: Besides

• Meaning in Urdu: ‫ عالوہ ازیں‬/ ‫اس ےک عالوہ‬

• Usage: To add extra information or reason.
• Position: Beginning or middle of a sentence.

Examples

I don’t want to go to the party; besides, I have to finish my work.

She is a good lady; besides, she behaves very well.

Exercise 3: Besides (Extra Info / Reason)

Fill in the blanks with besides:

1. I don’t want to go to the party; ________, I don’t have anything to wear.

2. She is a good singer; ________, she plays the piano very well.
3. I can’t come with you; ________, I have to finish my homework.
4. He doesn’t like cricket; ________, he is not interested in sports.
5. I don’t feel like watching TV; ________, I’m too tired.

Quick Reminder Chart

Connector Urdu Meaning Function Example Sentence

However ‫ لیکن‬/ ‫ تاہم‬Contrast (difference) I was tired; however, I finished my work.
Moreover /
‫ اس ےک عالوہ مزید برآں‬Addition (extra info) The plan is good; moreover, it is cheap.
Besides ‫ عالوہ ازیں‬/ ‫ اس ےک عالوہ‬Addition + reason I won’t go; besides, I’m not feeling well.

Fill in the blanks with However, Moreover, or Besides.

1. I wanted to play football. ______ it started raining.

2. She is talented. ______ she is very hardworking.
3. I cannot join the trip. ______ I do not have enough money.
4. The teacher is strict. ______ she is very fair.
5. The book is interesting. ______ it is easy to read.
6. He studied hard. ______ he failed the test.
7. The room is small. ______ it is very comfortable.
8. I will not attend the party. ______ I have other plans.

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 9. The hotel is cheap. ______ it is clean and safe.
10. She sings beautifully. ______ she plays the piano very well.
11. He tried many times. ______ he could not solve the problem.
12. The park is beautiful. ______ it is not crowded.
13. I do not want to buy this phone. ______ it is too expensive.
14. He is my classmate. ______ he is my best friend.
15. I wanted to watch TV. ______ there was no electricity.

Reading Activity: Dialogue

Sahil: I wanted to go outside. However, it started raining.

Mahir: That is true. Moreover, the streets are flooded.
Sahil: Yes, you are right. Besides, we have homework to do.

Students read the dialogue in pairs, then replace the words with their own examples.

Writing Activity

Write a short paragraph of 6–7 sentences about My Favorite Hobby. Use However, Moreover,
and Besides at least once each.

Speaking Activity

Pair work. Students complete prompts orally:

1. I like English. ______ I enjoy reading stories.

2. I wanted to call you. ______ your phone was off.
3. I cannot play cricket. ______ I do not like outdoor games.

Assessment Activity

Error Correction

1. He is poor. M, he is not happy. (Incorrect)

2. The teacher is kind. ______ she is also very strict.
3. I do not want to eat now. ______ I am not hungry.

Modern Usage Update

• However remains common in both spoken and written English.

• Moreover is used more in academic writing and formal contexts, less in everyday
speech.
• Besides is often used in informal spoken English to add a reason or extra information.

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 • Linguists note that younger speakers sometimes replace Moreover with In addition or
Plus in casual speech.

Homework

Write a 150-word essay on one of these topics:

1. My favorite sport
2. Advantages of living in a big city

Use However, Moreover, and Besides at least once each.

Conclusion

Using connectors helps students make their speech and writing more logical and clear.
However shows contrast, Moreover adds strong formal support, and Besides adds reasons in
everyday language. By mastering these three, students can improve fluency, coherence, and
confidence in communication.

Examples of Sentences Using Different Connectors:

1. Addition: I have a lot of homework. Moreover, I need to study for an exam.

2. Contrast: I like the color blue. However, I prefer red for my clothes.
3. Cause and Effect: She was tired, so she went to bed early.
4. Sequence: First, we need to gather the materials. Then, we can start the experiment.
5. Condition: If it rains tomorrow, we will stay indoors.
6. Purpose: He is studying hard so that he can pass the final exam.
7. Example: I enjoy outdoor activities, such as hiking, cycling, and swimming.

Answer Key

Fill-in-the-Blank Practice

1. I wanted to play football. However, it started raining.

2. She is talented. Moreover, she is very hardworking.
3. I cannot join the trip. Besides, I do not have enough money.
4. The teacher is strict. However, she is very fair.
5. The book is interesting. Moreover, it is easy to read.
6. He studied hard. However, he failed the test.
7. The room is small. However, it is very comfortable.
8. I will not attend the party. Besides, I have other plans.
9. The hotel is cheap. Moreover, it is clean and safe.
10. She sings beautifully. Besides, she plays the piano very well.
11. He tried many times. However, he could not solve the problem.

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 12. The park is beautiful. Moreover, it is not crowded.
13. I do not want to buy this phone. Besides, it is too expensive.
14. He is my classmate. Moreover, he is my best friend.
15. I wanted to watch TV. However, there was no electricity.

Assessment Activity

1. He is poor. However, he is not happy.

2. The teacher is kind. However, she is also very strict.
3. I do not want to eat now. Besides, I am not hungry.

Neither…Nor, Not Only…But Also, Whether…Or, Either…Or

Lesson Objectives

1. Understand the meaning and use of the four connectors.

2. Improve speaking, writing, and comprehension through practice.
3. Maintain focus, attention, and discipline while learning these structures.

Warm-Up

1. Have you ever had to choose between two options?

2. Can you think of a time when you rejected both choices?
3. When do you add extra information to make your point stronger?

Definition

Connectors are words that join ideas, show relationships, and make sentences smoother.

Basic Rules

• Neither…Nor: Used for two negative ideas.

• Not Only…But Also: Used for adding extra emphasis.
• Whether…Or: Used for showing two possibilities.
• Either…Or: Used for offering two choices.

1. Neither…Nor ‫نا یہ‬/‫نہ‬

Explanation: Used to show that two negative ideas are both true.

• Neither Ali nor Ahmed was at the party.

• Neither the teacher nor the students understood the question.
• I neither called him nor sent a message.
• They are neither rich nor famous.

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2. Not Only…But Also

Explanation: Used to add extra, often surprising, positive information.

• She is not only kind but also very intelligent.

• Not only did he pass the exam, but he also got the highest marks.
• This restaurant is not only cheap but also delicious.
• He not only apologized but also brought a gift.
• Not only the children but also the parents enjoyed the show.

3. Whether…Or

Explanation: Used to talk about two possibilities or choices.

• I don’t know whether to stay at home or go out.

• Tell me whether you like tea or coffee.
• I am not sure whether he is joking or serious.
• She asked whether I wanted help or not.
• Whether you agree or not, we must follow the rules.

4. Either…Or

Explanation: Used to show a choice between two options; only one is possible.

• You can either sit here or go outside.

• Either Ali will help you or I will.
• We can either watch a movie or play a game.
• You must either pay now or leave.
• Either study hard or be ready to fail.

Fill-in-the-Blank Practice

Fill in with the correct connector.

1. ______ Ali ______ Ahmed will help us.

2. She is ______ polite ______ helpful.
3. I do not know ______ he will join us ______ stay back.
4. You can ______ write now ______ wait till evening.
5. ______ the teacher ______ the students understood the question.
6. He is ______ strong ______ fast.
7. They cannot decide ______ to travel today ______ tomorrow.
8. We can ______ buy a car ______ save the money.
9. ______ my brother ______ my cousin plays cricket.
10. She is ______ talented ______ hardworking.

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 11. I am not sure ______ to call him ______ visit his house.
12. You must ______ finish the task ______ leave it.
13. ______ honesty ______ patience is his strength.
14. He is ______ clever ______ brave.
15. Tell me ______ you like mangoes ______ apples.
16. You may ______ accept the offer ______ refuse it.
17. ______ the rain ______ the wind stopped us.
18. She is ______ a teacher ______ a writer.
19. I wonder ______ he is joking ______ serious.
20. We can ______ walk to the park ______ take the bus.

Reading Activity – Dialogue

Sahil: I cannot decide whether to play football or study.

Mahir: Neither my brother nor I am free to play with you.
Sahil: That is fine. Not only will I study, but I will also practice later.
Mahir: Good idea. You can either study now or play tomorrow.

Writing Activity

Write 5 sentences using each connector in your notebook.

Speaking Activity

In pairs, create a short conversation using all four connectors.

Assessment Activity

Error Correction

1. Either Ali and Ahmed are absent.

2. Neither she or he was ready.
3. I do not know that he is right or wrong.

Quick Test
Choose the correct connector.

1. ______ you like tea ______ coffee

2. He is ______ brave ______ kind
3. ______ my teacher ______ my parents were angry
4. I am not sure ______ he is at home ______ at work

Modern Usage Update

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 • In spoken English, people sometimes drop whether and just use if in casual speech.
• Not only…But also is often shortened in everyday talk: She is smart and also
hardworking.
• However, in academic or formal English, these structures are still preferred for clarity
and emphasis.

Visual Summary

• Neither…Nor = Two negatives

• Not Only…But Also = Extra emphasis
• Whether…Or = Two possibilities
• Either…Or = Two choices

Homework

Write a short paragraph (5–6 sentences) about your daily routine using all four connectors.

Conclusion

Today we learned four powerful connectors: Neither…Nor, Not Only…But Also, Whether…Or,
and Either…Or. These connectors make sentences clearer, show choices, add emphasis, and
express possibilities. In modern English, they remain essential for formal writing and structured
speaking. By practicing them in speaking and writing, you will improve your fluency, confidence,
and accuracy.

Answer Key: Fill-in-the-Blank Practice

1. Neither Ali nor Ahmed will help us.

2. She is not only polite but also helpful.
3. I do not know whether he will join us or stay back.
4. You can either write now or wait till evening.
5. Neither the teacher nor the students understood the question.
6. He is not only strong but also fast.
7. They cannot decide whether to travel today or tomorrow.
8. We can either buy a car or save the money.
9. Neither my brother nor my cousin plays cricket.
10. She is not only talented but also hardworking.
11. I am not sure whether to call him or visit his house.
12. You must either finish the task or leave it.
13. Neither honesty nor patience is his strength.
14. He is not only clever but also brave.
15. Tell me whether you like mangoes or apples.
16. You may either accept the offer or refuse it.
17. Neither the rain nor the wind stopped us.

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 18. She is not only a teacher but also a writer.
19. I wonder whether he is joking or serious.
20. We can either walk to the park or take the bus.

Assessment Activity – Answer Key

Error Correction

1. Incorrect: Either Ali and Ahmed are absent.

Correct: Either Ali or Ahmed is absent.
2. Incorrect: Neither she or he was ready.
Correct: Neither she nor he was ready.
3. Incorrect: He not only danced, also he sang.
Correct: He not only danced but also sang.
4. Incorrect: I do not know that he is right or wrong.
Correct: I do not know whether he is right or wrong.

Quick Test

1. Do you like tea or coffee → Either…Or

Correct: Do you like either tea or coffee?
2. He is ______ brave ______ kind
Correct: He is not only brave but also kind.
3. ______ my teacher ______ my parents were angry
Correct: Neither my teacher nor my parents were angry.
4. I am not sure ______ he is at home ______ at work
Correct: I am not sure whether he is at home or at work.

Lesson On Comprehension Skills

Objective:

1. Define reading comprehension and explain its importance.

2. Identify factual, inferential, and evaluative questions.
3. Read a passage, find key ideas, and infer meanings.
4. Improve vocabulary and grammar understanding through context.
5. Reflect on Islamic teachings that promote reading, knowledge, and good manners.
6. Develop discipline, attention, and respect for learning as part of Islamic character.

What is Comprehension?

• Comprehension means reading a text and understanding what it says.

• It helps you in your studies and in making good decisions.
• It improves your communication and thinking.

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Why Is Comprehension Important?

Explain to students:

• When we read a passage, we must think about its meaning.

• Comprehension helps us do well in school and make good decisions in life.
• It improves our critical thinking and communication skills.

Warm-up Activity

Write on the board:

“Seeking knowledge is an obligation upon every Muslim.” — Prophet Muhammad ‫ﷺ‬

“Knowledge is power.” — Francis Bacon

Ask students:

• What do these quotes mean?

• Why does Islam emphasize knowledge?
• How does reading help you in life and in your faith?

Definition:
Comprehension means understanding and interpreting what you read — not just reading
words but making sense of them.

Key Concepts

• Comprehension means understanding what you read.

• It Includes finding:
o Clear (explicit) information (directly stated).
o Hidden (implicit) information (you understand it by thinking).
• Good comprehension helps with speaking, writing, and learning new things.
• Focus on vocabulary, sentence structures, and meaning.

There are three types of Comprehension (Understanding)

1. Factual (‫ –)حقیقت پر مبن‬answers found directly in the passage.

2. Inferential (‫ –)تخمینہ دار‬answers you figure out from hints.
3. Evaluative (‫ – )تشخییص‬answers based on your opinion or judgment.

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Factual Comprehension

Passage:

Last Saturday, Ahmed and his family went to the park for a picnic. They arrived at 10 a.m.
Ahmed’s mother brought sandwiches, and his father spread a mat under a tree. They played
games, walked around the lake, and took pictures. Before leaving, they cleaned their spot and
threw the trash in the bin.

Questions:

1. Where did Ahmed’s family go?

2. What time did they arrive?
3. What did they do before leaving?

Answers:

1. They went to the park.

2. At 10 a.m.
3. They cleaned their spot and threw the trash.

Inferential Comprehension

Passage:

Maria saw dark clouds in the sky and quickly brought her clothes inside. The wind started to
blow and rain began to fall. Maria smiled, happy that everything was safe.

Questions:

1. Why did Maria bring the clothes inside?

2. How do you think Maria felt after it started raining?

Answers:

1. Because she knew it was going to rain.

2. She felt happy and relieved.

Critical Question:
What can we learn from Maria about being responsible and alert?

Evaluative Comprehension

Passage:

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In Mr. Khan’s class, students can work in groups or alone for projects. Some enjoy teamwork,
while others prefer independence. Mr. Khan believes both ways can help students learn
responsibility.

Question:
Do you think working in groups is better or working alone? Why?

Sample Answer:
Working in groups is better because we learn to cooperate and share ideas.

Teacher Prompt:
Ask: “Which method helps us follow Islamic manners better — teamwork or independence?”

Every sentence itself has a question answering simple questions.

Use a simple example:

1. Ali plays in the park every evening.

▪ Question: Where does Ali play?
▪ Answer: Ali plays in the park.

Grammar Focus: Sentence Structures

Explain five types of sentences with examples, formulas, and Urdu translations:

Type Formula Example in English Example in Urdu

Affirmative Sub + V1 + Obj He reads a book. ‫وہ ایک کتاب پڑھتا ےہ۔‬
Negative Sub + does not + V1 + Obj He does not read a book. ‫نہی پڑھتا۔‬
‫وہ ایک کتاب ں‬
Interrogative Does + Sub + V1 + Obj? Does he read a book? ‫کیا وہ ایک کتاب پڑھتا ےہ؟‬
Does he not read a
Interro-Negative Does + Sub + not + V1 + Obj? ‫نہی پڑھتا؟‬
‫کیا وہ ایک کتاب ں‬
book?
WH-Question WH + does + Sub + V1 + Obj? What does he read? ‫وہ کیا پڑھتا ےہ؟‬

4. Vocabulary Activity

1. Activity 1: Match the Word to Its Meaning

Match the words in Column A with their meanings in Column B:

Column A Column B
1 Knowledge A. Good moral quality
2. Gratitude B. Being thankful
3. Virtue C. Information or understanding

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 Column A Column B
4. Guidance D. Direction or advice
5. Mercy E. Kindness and compassion

Answer Key:
1 → C, 2 → B, 3 → A, 4 → D, 5 → E

Homework Assignment

• Practical Activity:
Read the first two pages of a book or article of your choice. Write:
1. Five key points from the passage.
2. Two WH-questions based on the text.
3. One paragraph summarizing the content.

Conclusion

Comprehension means reading with understanding and reflection. It helps readers not only
know what the words say but also think deeply about their meaning. Through comprehension,
students develop vocabulary, improve grammar, and build moral awareness. The Qur’an begins
with the command “Iqra” (Read), reminding us that learning and seeking knowledge is an act of
worship. When we read with purpose and reflection, it strengthens our minds and character —
because good reading leads to good thinking, and good thinking leads to good action.

Indefinite Pronouns & Adverbs

Lesson Objectives

1. Students will understand indefinite pronouns and indefinite adverbs and their
grammatical functions.
2. Students will identify and correctly use them in sentences and conversations.
3. Understand indefinite pronouns and indefinite adverbs and their functions. Apply them
in real-life conversations, storytelling, and writing exercises.

Warm-up

1. Did anyone see a new student this week?

2. Has someone lost anything recently?
3. Did anybody forget their homework today?

Encourage them to notice words like someone and somewhere in their answers. Explain that
these are called indefinite pronouns and adverbs.

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What Are Indefinite Pronouns?

Indefinite pronouns refer to people, places, or things in a general or unknown way rather than
mentioning them specifically.

Examples of Indefinite Pronouns:

1. Referring to People:
o Someone, Somebody
o Anyone, Anybody
o No one, Nobody
o Everyone, Everybody
2. Referring to Things:
o Something, Anything, Nothing, Everything
3. Referring to Places:
o Somewhere, Anywhere, Nowhere, Everywhere

Basic Rules

1. Singular indefinite pronouns take singular verbs.

Example: Everyone loves ice cream.

2. Plural indefinite pronouns take plural verbs.

Example: Few were invited to the meeting.

[Link] adverbs never specify exact time or place.

Example: You can call me anytime.

[Link] use they or them with singular indefinite pronouns when gender is unknown.
Example: Someone left their notebook here.

When gender is known

If you know the person’s gender, you can use he/him or she/her — and that is still perfectly
correct.
Example:

• Sarah left her notebook here.

• Ali left his notebook here.

But... you can still use “they” in modern English even when the gender is known

In modern, polite, and inclusive English, many speakers and writers still use “they” — even
when the gender is known — to sound:

48
 • Gender-neutral
• Respectful of identity
• More natural in general statements

Example:

• Every student should submit their assignment on time.

(Even though we know there are both boys and girls in the class.)

Another example:

• If a teacher wants to improve, they should attend training.

(We might know teachers can be men or women, but “they” keeps it neutral.)

Summary

Situation Preferred Pronoun Example

Gender unknown they/them Someone left their bag.
Gender known he/him or she/her Ayesha left her bag.
Gender known but general/inclusive tone they/them Every student must bring their book.

What Are Indefinite Adverbs?

Indefinite adverbs refer to time, place, or manner without giving exact details.

Common Indefinite Adverbs:

Category Adverbs Example Sentences

Time Anytime, someday, sometimes, never, always You can call me anytime.
Place Anywhere, somewhere, nowhere, everywhere I can’t find my phone anywhere.
Manner Somehow, anyhow, anyway She solved the problem somehow.

Fill-in-the-Blank Practice

1. I cannot find my glasses ______.

2. ______ has borrowed my pencil.
3. She looked ______ for her lost earrings.
4. You can come ______ you want.
5. There is ______ interesting in this book.
6. Has ______ seen my notebook
7. I do not want to go ______ today.
8. ______ knows the answer to this question.

49
 9. We will meet ______ after lunch.
10. He cannot trust ______ completely.
11. ______ has eaten my sandwich.
12. They searched ______ for their pet cat.
13. There is ______ wrong with this phone.
14. She never goes ______ without telling me.
15. Is there ______ you want to add
16. He will call you ______ soon.
17. I have something to tell ______.
18. Nobody lives ______ near the lake.
19. She finished the task ______ quickly.
20. We did not go ______ yesterday.

Reading Activity

Dialogue: Sahil and Mahir

Sahil: Did you meet anyone at the library today

Mahir: No, I did not see anyone there. I went everywhere but it was empty.
Sahil: I think someone was there earlier because I found a bag.
Mahir: Really Maybe somebody forgot it somewhere near the desk.
Sahil: Let us ask if anybody has lost something.

(After reading, students identify all indefinite words in the dialogue.)

Writing Activity

Write a short paragraph of five sentences using at least three indefinite pronouns and two
indefinite adverbs.
Topic: A Strange Day at School

Speaking Activity

Guess the Mystery Object

One student describes an unknown object using indefinite pronouns/adverbs, while others
guess.

Example: "I have something in my bag that smells sweet and is round." (Answer: An apple!

Modern Usage Update

Modern grammarians and linguists note that indefinite pronouns and adverbs are now used
more naturally and inclusively in spoken English.

50
The singular they has become widely accepted for referring to unknown gender.
Example: Someone forgot their umbrella.
In modern English, contractions and casual forms such as anybody instead of anyone are
increasingly common in informal contexts.

Pro Tip:
Challenge students to avoid common mistakes:

• ❌ "Everybody like pizza." → ✅ "Everybody likes pizza."

• ❌ "There isn’t nothing in my bag." → ✅ "There isn’t anything in my bag."

Visual Summary

Indefinite Pronouns: someone, anyone, no one, everyone, something, anything, nothing,

everything, somewhere, anywhere, nowhere, everywhere.
Indefinite Adverbs: sometimes, always, never, anywhere, somewhere, anyhow, somehow,
anyway.
Purpose: To talk generally about people, places, things, or time.

Homework

Write a two-hundred-word essay on the topic

The Best Trip I Have Never Taken
Use at least five indefinite pronouns and three indefinite adverbs.

Conclusion

This lesson provides students with a clear understanding of indefinite pronouns and adverbs
and their correct usage in modern English. Through reading, writing, and speaking tasks,
students develop both fluency and grammatical accuracy. The interactive format keeps learners
attentive, encourages discipline, and supports comprehension through structured practice.
Modern linguistic updates help learners use English in natural, current ways while maintaining
grammatical correctness.

Answer Sheet

1. I cannot find my glasses anywhere.

2. Someone has borrowed my pencil.
3. She looked everywhere for her lost earrings.
4. You can come anytime you want.
5. There is something interesting in this book.
6. Has anyone seen my notebook
7. I do not want to go anywhere today.

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 8. Everyone knows the answer to this question.
9. We will meet somewhere after lunch.
10. He cannot trust anyone completely.
11. Someone has eaten my sandwich.
12. They searched everywhere for their pet cat.
13. There is something wrong with this phone.
14. She never goes anywhere without telling me.
15. Is there anything you want to add
16. He will call you sometime soon.
17. I have something to tell you.
18. Nobody lives anywhere near the lake.
19. She finished the task somehow quickly.
20. We did not go anywhere yesterday.

Verb + Object + Infinitive

Lesson Objectives

1. Students will understand the structure and use of the Verb + Object + Infinitive pattern.
2. They will learn common verbs that follow this pattern.
3. They will apply the structure in speaking and writing accurately.
4. They will strengthen comprehension and classroom discipline through structured
participation.
5. They will recognize modern updates and grammatical trends related to infinitives.

Warm-up

Ask students questions that require them to use the Verb + Object + Infinitive structure in their
answers.
The teacher reminds them that each answer must include an infinitive phrase such as to help,
to study, or to play.

Questions

1. What did your parents tell you to do this morning?

2. What does your teacher want you to remember for the test?
3. Who encouraged you to work harder recently?
4. Did anyone ask you to help with something this week?
5. What did your friend advise you not to do?

This activity builds quick awareness of the target structure and encourages full-sentence
speaking.

Definition

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 The Verb + Object + Infinitive structure is used when one person or thing causes another to do
something.
It follows this pattern: Verb + Object + Infinitive (to + base verb).

Example
She asked him to help her.
The teacher told the students to be quiet.

Basic Rules

1. The infinitive is formed with to plus the base form of the verb.
2. Some verbs require this pattern to express requests, orders, advice, or expectations.
3. When making negative sentences, the word not comes before the infinitive verb.

Example: The coach told us not to talk during practice.

The word not never separates to and the verb.

Correct: The teacher told us not to run.
Incorrect: The teacher told us to not run.

Sentence Structures and Examples

Type Structure Example

+ Subject + Verb + Object + to + Verb The teacher told us to study.
– Subject + Verb + Object + not + to + Verb My parents advised me not to smoke.
? Auxiliary + Subject + Verb + Object + to + Verb Did the coach ask you to play
–? Auxiliary + Subject + not + Verb + Object + to + Verb Did your friend not tell you to call him
WH? WH-word + Auxiliary + Subject + Verb + Object + to + Verb What did your parents tell you to do

Common Verbs Followed by an Object and an Infinitive

S/N Verb Function / Meaning Example Sentence

1 Ask To request someone to do something She asked me to bring a book.
2 Tell To give an order or instruction He told her to wait outside.
3 Want To express a wish or desire I want you to stay here.
4 Order To command or direct someone The officer ordered the soldiers to move forward.

53
5 Advise To give guidance or suggestion My father advised me to study harder.
6 Encourage To give confidence or support She encouraged her friend to try again.
7 Allow To give permission The teacher allowed us to leave early.
8 Force To make someone do something unwillingly They forced him to apologize.
9 Persuade To convince someone to take action He persuaded me to buy a new phone.
10 Expect To believe or assume someone will do something We expected them to arrive on time.
11 Invite To ask someone to participate or attend She invited me to join her for lunch.
12 Remind To help someone remember to do something Please remind me to send the email.
13 Teach To show someone how to do something He taught us to play chess.
14 Warn To alert or advise someone of danger They warned him to be careful on the road.
15 Beg To ask earnestly or desperately She begged him to stay longer.
16 Help To assist someone in doing something She helped me to solve the problem.
17 Instruct To give formal directions or training The teacher instructed us to write neatly.
18 Invite To politely ask someone to come or join They invited us to visit their home.
19 Motivate To inspire or encourage effort The coach motivated the players to work harder.
20 Permit To officially allow or approve The manager permitted them to leave early.

Fill-in-the-Blank Practice

1. The teacher ______ us ______ quietly. (tell, sit)

2. My parents ______ me ______ hard. (want, study)
3. He ______ his brother ______ his car. (ask, wash)
4. The coach ______ the players ______ on time. (expect, arrive)
5. The officer ______ the soldier ______ forward. (order, move)
6. The doctor ______ me ______ junk food. (advise, eat)
7. My friend ______ me ______ the party. (persuade, attend)
8. The teacher ______ us ______ our phones in class. (allow, use)
9. My mother ______ me ______ polite to elders. (tell, be)
10. The manager ______ the workers ______ early. (ask, come)
11. He ______ his sister ______ him with homework. (want, help)
12. The parents ______ their child ______ carefully. (teach, drive)
13. The officer ______ them ______ honest always. (advise, remain)
14. The guide ______ us ______ our cameras ready. (tell, keep)
15. The teacher ______ the students ______ their seats. (order, take)
16. She ______ me ______ well before the test. (remind, prepare)
17. They ______ him ______ the meeting immediately. (expect, join)
18. The leader ______ the team ______ together. (encourage, work)
19. The nurse ______ the patient ______ the medicine. (ask, take)
20. The mother ______ her son ______ not late again. (warn, be)

Reading Activity

Dialogue: Sahil and Mahir

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Sahil: What did your teacher tell you to do after class
Mahir: She told me to finish my project today.
Sahil: My teacher asked me to help someone with their notes.
Mahir: That is nice. My parents also advised me not to waste time.
Sahil: The coach reminded us to practice daily before the match.

Students underline all examples of the Verb + Object + Infinitive structure in the dialogue.

Writing Activity

Write a short paragraph of five to six sentences about instructions or advice you received
recently.
Use at least three Verb + Object + Infinitive structures.
At least one sentence should be negative.

Speaking Activity

Role-play in pairs.
One student gives instructions using verbs such as tell, ask, advise, encourage, or order.
The other student responds.

Examples
Student A: The doctor advised me not to eat too much sugar.
Student B: My parents told me to get up early every day.

Modern Usage Update

Modern grammarians note that the Verb + Object + Infinitive pattern is more flexible in spoken
English. In formal contexts, the infinitive is used correctly after certain verbs like tell, ask, or
want. In informal speech, speakers sometimes omit the infinitive when the meaning is clear.
Example: The teacher told us study hard is sometimes heard in spoken English, though it is not
grammatically correct in writing.
Modern usage also accepts to not as an alternative in informal conversation, but not to is still
preferred in academic and formal writing.

Homework

Write a short dialogue using at least five different verbs from the lesson.
Include at least two negative sentences using not to.

Answer Sheet

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 1. The teacher told us to sit quietly.
2. My parents want me to study hard.
3. He asked his brother to wash his car.
4. The coach expected the players to arrive on time.
5. The officer ordered the soldier to move forward.
6. The doctor advised me not to eat junk food.
7. My friend persuaded me not to attend the party.
8. The teacher allowed us to use our phones in class.
9. My mother told me to be polite to elders.
10. The manager asked the workers to come early.
11. He wanted his sister to help him with homework.
12. The parents taught their child to drive carefully.
13. The officer advised them to remain honest always.
14. The guide told us to keep our cameras ready.
15. The teacher ordered the students to take their seats.
16. She reminded me to prepare well before the test.
17. They expected him to join the meeting immediately.
18. The leader encouraged the team to work together.
19. The nurse asked the patient to take the medicine.
20. The mother warned her son to not be late again.

Conclusion

This lesson provides a complete understanding of the Verb + Object + Infinitive structure
through explanation, guided examples, and active participation. Students practice through
speaking, writing, and correction activities to strengthen comprehension and accuracy. The
inclusion of modern linguistic updates ensures learners understand both traditional grammar
and real-world English use. The structured approach helps the teacher maintain discipline,
while students remain focused, responsive, and confident in using the pattern effectively.

Unprepared Speech

Learning Objectives

1. Speak without fear, even without preparation.

2. Organize your ideas quickly and clearly.
3. Use your voice, body, and thinking skills effectively.
4. Handle surprise topics using smart tricks.
5. Overcome fear of unprepared speaking.
6. Learn to think on their feet and organize ideas quickly.

Warm-Up Activity:

Each student picks a topic like:

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 • "My dream job"
• "A perfect day"
• "Life without the internet"

Discuss challenges and fears after the activity.

Key Discussion Questions:

What made it difficult to speak?
Did you feel nervous? Why?
How did you organize your thoughts?

Overcoming Common Fears in Unprepared Speech

Common fears:
1. I might say the wrong thing!
2. What if I forget my words?
3. People will judge me!

Solution:
[Link] down & breathe
[Link] with a simple idea and expand.
[Link] fillers & pauses (e.g., “That’s an interesting question…”).
[Link] daily (e.g., speak to yourself about random topics).

Part 1: What is Spontaneous Speaking?

The ability to speak without preparation, thinking on your feet, and expressing ideas clearly in
real time.

Spontaneous speaking = talking without preparation.

Why is it important?

1. Build confidence
2. Develop fluency
3. Improve listening and quick-thinking skills
4. Encourage self-expression
5. It happens in real life: interviews, meetings, friends, debates.

There are a few techniques for learning spontaneous speaking:

1. Think–Pair–Share (with a Twist)

o Give a surprising or fun question (e.g., What would you do if you were invisible
for a day?)

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 o Students think, pair up, and share their ideas aloud—without writing them down
first.
2. 1-Minute Speeches
o Give students a random topic.
o Let them speak for 1 minute without notes (e.g., My favorite smell, What makes
a good friend).
o Great for building fluency under time pressure.
3. Hot Seat
o One student sits in the "hot seat" and answers rapid-fire questions from
classmates.
o Questions can be silly, personal, or content-related.
4. Story Cubes / Picture Prompts
o Use dice with images or random pictures.
o Students must create a spontaneous story based on what they see.
5. "This or That" Debates
o Give two choices (e.g., Pizza or Burger?)
o Students must choose one and speak for 30 seconds defending their choice.
6. Role Play Improv
o Assign roles and situations (e.g., You are a tourist asking for directions, You are a
student who forgot their homework).
o No scripts allowed—students must act and speak naturally.
7. Finish the Sentence
o Start a sentence like “If I had a time machine…” and have students finish it
quickly and explain why.
8. Yes, and… Game
o One student starts a story.
o Each student adds a sentence beginning with “Yes, and…” to keep the story
going.
o Builds collaboration and thinking on the spot.

Tips for Students

1. Don’t worry about being perfect—just be clear.

2. Use simple vocabulary if you're unsure.
3. Think in English (or the target language) to improve speed.
4. Practice often—spontaneity improves with time!

Part 2: Core Techniques for Unprepared Speech

1. The PREP Formula

Point – Reason – Example – Point (restated)

This is a simple and effective structure for organizing a quick speech or answer.

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 • Point: Start by clearly stating your opinion or main idea.
“I believe that honesty is the best policy.”
• Reason: Give a reason to support your point.
“Because it builds trust and strengthens relationships.”
• Example: Share a short story, personal experience, or example.
“For example, when I admitted to my teacher that I forgot my homework, she
appreciated my honesty and gave me another chance.”
• Point (restated): End by restating your main point confidently.
“That’s why I always try to be honest, no matter the situation.”

As passage:

“I believe that honesty is the best policy.” Because it builds trust and strengthens relationships.”
For example, when I admitted to my teacher that I forgot my homework, she appreciated my
honesty and gave me another chance.” “That’s why I always try to be honest, no matter the
situation.”

It gives structure and helps students sound organized and logical, even under pressure.

2. The Five Ws Technique

(Who, What, When, Where, Why)

Gives quick ideas to expand on any topic.

• Example: “My Favorite Festival” → Who (family), What (Eid), When (after Ramadan),
Where (home, mosque), Why (gratitude).

When a student is given a topic, these five questions help them quickly think of what to say.

Let’s say the topic is “My Favorite Festival”:

• Who celebrates it?

“My whole family and friends.”
• What is the festival about?
“It’s Eid al-Fitr, a celebration after Ramadan.”
• When does it happen?
“At the end of the fasting month.”
• Where do you celebrate it?
“Mostly at home and the mosque.”
• Why is it important?
“Because it brings people together and reminds us to be grateful.”

It helps students generate ideas quickly and cover different aspects of a topic.

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3. Mind Mapping

Quickly jotting 3–4 key ideas related to the topic

Students write a word or phrase in the center of a page, then draw branches for related ideas.
For example, for the topic “Teamwork”, they could write:

• Communication
• Cooperation
• Shared goals
• Respect

It organizes thoughts visually and makes it easier to speak for longer with clear subtopics.

4. Filler Phrases (Thinking Time)

Helpful expressions to buy thinking time and sound fluent

Sometimes, students need a few seconds to think. Teach them to use polite, natural-sounding
phrases like:

• “Let me think about that for a moment…”

• “That’s a great question.”
• “Well, I haven’t thought about that before, but…”
• “In my opinion…”
• “What I can say is…”

These phrases give the speaker a few seconds to organize their thoughts without awkward
silence or panic.

Learning Tips:

Have students practice each technique with short topics. For example:

• Use the PREP formula to answer “Should school uniforms be required?”

• Use the Five Ws to talk about “My last birthday.”
• Use Mind Mapping to speak on “My future goals.”
• Use Filler Phrases in a quick Q&A game.

Part 3: Effective Communication Strategies

1. How to Build a Quick Speech: Use the P-R-E Formula

1. How to Build a Quick Speech – The P-R-E Formula

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A good speech needs structure—even without preparation. Just remember:

• P = Point → State your main idea clearly.

What do you think?
• R = Reason → Explain why you think that.
Why do you believe it?
• E = Example → Give a short story, real-life event, or fact.
What proves this is true?

Example Topic: “Social Media is Helpful”

• Point: I think social media helps us connect with others.

• Reason: Because it lets us stay in touch, even if we live far away.
• Example: Last year, I found my old friend from school on Instagram. Now we talk all the
time.

You can use this same P-R-E pattern for any topic.

You can use this same pattern for any topic! a topic (e.g., Friendship).

2. Voice & Body Language Tips

2. Speak Clearly: Use Your Voice and Body

✅ Voice Tips:

• Change your tone to show emotion. (Don’t speak like a robot and avoid monotone
speech!)
• Use pauses to emphasize important points.
• Speak loudly and clearly so everyone understands you. (No mumbling).

✅ Body Language Tips:

• Look at your audience – eye contact shows confidence.

• Use hand gestures to emphasize points.
• Avoid nervous movements (e.g., fidgeting, pacing).

Quick Practice Idea:

Pick a topic like “Teamwork” or “My Favorite Season”.

Use the P-R-E formula, and practice speaking for 30 seconds while using:

• Clear voice
• Eye contact

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 • Hand gestures

Part 4: Easy Improvisation (speaking, instead of planning it in advance)

Sometimes, you get a question or topic you don’t expect. Don’t panic! Use these 3 tricks to stay
calm and sound confident.

1. Bridging Technique – Change the Question (Politely!)

What to do if you don’t know the answer?

Just “bridge” the question to something you do know!

How it works:

1. Say something nice about the topic.

2. Shift to a topic that’s similar or connected.
3. Share something you know well.

Example:
Question: “What do you think about quantum physics (A branch of science )?”
Answer:
"That’s a great question! I’m not very familiar with quantum physics, but I do know science
helps us create amazing things—like phones and computers. I think technology is a great
example of science in action!"

This shows you're respectful, smart, and flexible—even if you don’t know everything.

2. The “Yes, and…” Rule – Keep Talking

This is a trick from acting! Instead of stopping or saying "I don’t know," just agree and add
something.

How it works:

Instead of saying “I don’t know,” build on what you already know.

• Say “Yes, and…” then add your own idea.

• Keep the conversation going!

Example:

o Q: "What do you think about climate change?"

o A: "Climate change is a global issue. And in my country, we are already seeing its
effects in extreme weather changes."

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This makes you sound natural and confident. It also helps build longer answers!

3. The 5-Second Pause Trick – Think Before You Speak

If your mind goes blank—pause. It’s okay!

This gives your brain time to structure your answer

1. Take a deep breath.

2. Count to 5 in your head.
3. Use a filler phrase:
o “Let me think for a second…”
o “That’s an interesting question…”

Then start speaking.

A short pause helps you calm down, gather your thoughts, and speak clearly.

Practice Idea:

Have students work in pairs. One asks a strange or difficult question. The other tries one of
these tricks (bridging, “yes and,” or pause) to give an answer.

Example questions:

• “What would you do if you were invisible for a day?”

• “What’s your opinion on time travel?”

Reflection & Homework

Self-Reflection Questions:

• What was easiest about speaking spontaneously?

• What was most difficult?
• Which technique helped you most?

Homework Assignment:

Record a 2-minute video speaking about a random topic.

Conclusion

Unprepared speech builds students' confidence and sharpens their thinking on the spot.
It encourages spontaneity, clarity, and creativity in real-time communication.

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Through practice, learners become more comfortable expressing ideas without scripts.
This skill is essential for effective speaking in both academic and real-life situations.

Debate Building Skills for Persuasive and Critical Communication

Lesson Objectives:

1. Understand the purpose and structure of a debate.

2. Use persuasive communication techniques (Ethos, Pathos, Logos).
3. Conduct research and prepare strong arguments supported by evidence.
4. Apply active listening skills to counter opposing views.
5. Engage confidently in structured debates.

Part 1 Introduction of Debate

A debate is a structured discussion where two sides argue for or against a specific topic or
motion using facts, logic, and persuasion.

Purpose of Debate

1. To express ideas clearly and logically.

2. To develop critical thinking and public speaking skills.
3. To learn how to respectfully disagree with others.
4. Enhances the ability to think on your feet
5. Strengthens research skills and fact-checking abilities.
6. Develops active listening and respectful disagreement.

Quick Discussion:

• Have you ever convinced someone to change their mind? How?

• What makes an argument strong?

Part 2 Persuasive Communication

Definition: Persuasive communication means convincing others through reasoning, emotion,

and credibility.

Three Techniques of Persuasion (Aristotle’s Appeals):

Ethos (Credibility)

Convince your audience that you are reliable and knowledgeable.

Example: “As a teacher, I’ve seen how reading every day improves writing skills.”

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Pathos (Emotion)

Appeal to your audience’s emotions to make your argument relatable.

Example: “Think of the children who go to bed hungry every night.”

Logos (Logic)

Support your argument with facts, data, and reasoning to support your claims.
Example: “Studies show that countries with stricter gun laws have lower crime rates.”
Example: “According to WHO, 60% of health problems in youth are linked to junk food.”

Activity:

Write one short argument about this topic using Ethos, Pathos, and Logos:

“Online learning is better than classroom learning.”

Part 3 Active Listening

What is Active Listening?

Debating isn’t just about speaking—it’s about listening carefully and responding wisely.

Why It’s Important in Debates

• It helps you understand the opponent’s argument before responding.

• It allows for better rebuttals and stronger responses.
• It shows respect and builds credibility.

Key Strategies in Active Listening

✔ Maintain eye contact.

✔ Nod or respond with brief verbal cues (“I see,” “That’s interesting”).
✔ Paraphrase the other person’s point:
“So you’re saying social media harms mental health?”
✔ Ask questions to clarify points.
✔ Stay calm, even if you disagree.

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Practice Activity:
In pairs, one student presents a short opinion. The other listens carefully and responds with a
counterpoint using the strategies above.

Pair up.

• Student A states their opinion on: “Homework should be optional.”

• Student B listens carefully, paraphrases the point, and gives a calm counterargument.

Part Research and Preparation

4

Importance of Research

A strong debater does not rely on opinions alone — they use facts and evidence.

Steps to Research a Debate Topic

How to Research Effectively

1. Define the Issue: Identify the main question.

2. Find Credible Sources: Use academic journals, use books, reputable news outlets, or
expert opinions.
3. Collect Evidence & Real Examples: Statistics, surveys, or real-life examples. Numbers
strengthen arguments.
4. Prepare Counterarguments: Predict what the opposing side might say and prepare
responses.
5. Organize Your Points: Write clear notes for your introduction, rebuttal, and conclusion.

Quick Task:

Research one statistic to support or oppose this motion:

“Technology makes people less social.”

5. Structured Debate Practice

Debate Format (6 minutes per team)

1 Opening Statement (2 min): Present your main arguments.

2 Rebuttal (2 min): Respond to your opponent’s points.
3 Closing Statement (2 min): Summarize and reinforce your stance.

Mini-Debate Topics:

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 • Should homework be banned?
• Is technology making us less social?
• Should fast food be taxed like cigarettes?

6. Reflection & Feedback

Discuss as a class:

• What was the most challenging part of the debate?

• Which persuasive techniques did you use effectively?
• How can you improve your research or rebuttal skills?

Conclusion

Debating develops critical thinking, confidence, and persuasive communication—skills

essential for leadership and lifelong learning. A good debater listens, reasons, and speaks with
respect and evidence.

Homework

Prepare a short 2-minute argument (for or against) on one of these motions:

• “Video games are beneficial for students.”

• “Social media causes more harm than good.”
Use Ethos, Pathos, Logos, and include at least one researched fact.

Sample Topics with Arguments

1. Cats vs. Dogs: Which Makes a Better Pet?

Cats are better because:

• They are independent and low-maintenance.

• They are quiet and clean.

Dogs are better because:

• They are loyal and protective.

• They keep owners active and can be trained.

2. Should Students Have Homework Every Day?

Yes, because:

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 • It reinforces classroom learning.
• It teaches time management and responsibility.

No, because:

• Too much homework causes stress.

• Students need time to relax and pursue hobbies.

3. Should Mobile Phones Be Allowed in School?

Yes, because:

• Phones can support learning with apps and research.

• They help students stay in contact with parents.

No, because:

• They distract students in class.

• They can be used for cheating or cyberbullying.

4. Are Video Games Good for Kids?

Yes, because:

• They improve problem-solving and teamwork skills.

• Some games are educational and stress-relieving.

No, because:

• Too much gaming affects health and focus.

• Violent games may increase aggression.

5. Should Junk Food Be Banned in Schools?

Yes, because:

• It prevents obesity and promotes healthy habits.

• Good nutrition improves learning and concentration.

No, because:

• Students should learn self-control.

• A complete ban might not be practical.

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 Use of "Used To"

Lesson Objectives:

1. Understand the meaning and structure of "used to" for past habits and states.
2. Construct all five sentence types correctly using "used to."
3. Apply "used to" in speaking and writing activities with clarity and confidence.
4. Demonstrate comprehension through guided and independent practice.
5. Reflect discipline, focus, and attentiveness during learning tasks.

Warm-Up

Teacher shows two pictures — one from the past (an old classroom or an old phone) and one
from the present.

Definition

"Used to" shows actions, habits, or situations that were true in the past but no longer happen
in the present.
It helps us describe how life has changed over time.

Basic Rules

1. "Used to" is followed by the base form of the verb.

2. It refers only to past habits or repeated actions that no longer occur.
3. In negative and question forms, "use to" (without d) is used after “did.”

Sentence Structures and Examples

Type Structure Example

+ Subject + used to + base verb I used to play football after school.
– Subject + did not use to + base verb I did not use to like vegetables.
? Did + subject + use to + base verb Did you use to read stories every night
–? Did not + subject + use to + base verb Did not she use to visit her grandparents
WH? WH word + did + subject + use to + base verb Where did they use to live

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Fill in the blanks with the correct form of “used to.”

1. I ______ (play) with my cousins every evening.

2. She ______ (not like) cold weather when she was a child.
3. ______ you ______ (go) to school by bus
4. We ______ (live) near the sea many years ago.
5. What ______ he ______ (do) after work before he got married
6. They ______ (visit) their grandparents every weekend.
7. My father ______ (not eat) fast food when he was young.
8. ______ your teacher ______ (teach) you English last year
9. I ______ (collect) stamps when I was in school.
10. My friends ______ (play) cricket every Sunday.
11. She ______ (not study) at night.
12. ______ they ______ (go) to the park in the evenings
13. We ______ (watch) movies together during holidays.
14. I ______ (like) painting before I became busy.
15. He ______ (not travel) by airplane before last year.
16. ______ your parents ______ (live) in this city before moving abroad
17. The streets ______ (be) quieter when we were kids.
18. We ______ (visit) our aunt every summer vacation.
19. He ______ (have) long hair when he was in college.
20. My grandmother ______ (cook) delicious food for the whole family.

Reading Activity: Sahil and Mahir Dialogue

Sahil: Mahir, do you remember our school days

Mahir: Yes, we used to play football after every class.
Sahil: I used to bring my lunch from home. You used to buy snacks, right
Mahir: Yes, and we used to sit under the big tree.
Sahil: Those were great times. We did not use to worry about homework much.
Mahir: True. Now, everything is different.

Comprehension Questions

1. What did Sahil and Mahir use to do after every class?

2. Where did they use to sit?
3. Did they use to worry about homework?

Writing Activity

Write a short paragraph (6–8 sentences) describing your childhood or old habits using “used
to.”
Example:
I used to ride my bicycle every morning. I used to visit my best friend after school. My mother

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used to cook my favorite meal on weekends. We used to watch TV together. Now, I am busy
with studies and hardly get time for these things.

Speaking Activity

Pair work:
What games did you use to play as a child?

1. Did you use to help your parents at home?

2. What places did your family use to visit on holidays?
3. Did you use to have any pets?

Assessment Activity

Correct the errors in the following sentences.

1. I use to play piano when I was a kid.

2. Did you used to like chocolate?
3. She did not used to go to school on foot.

Modern Usage Update

Modern linguists and grammarians note that “used to” is now mostly limited to describing past
habits and states, not past single actions.
In modern spoken English, people sometimes prefer would for repeated past actions, especially
when storytelling.
Example: When we were young, we would play all day in the street.
However, “used to” remains the most common and clear way to show something was true
before but is not true now.

Visual Summary

Used to = Past habit or state that no longer happens

Structure = Subject + used to + base verb
Example = I used to read books every night.

Homework

Write about your parents or grandparents’ lifestyle using “used to.”

Example: My father used to ride a bicycle to work. He used to come home for lunch. He did not
use to have a mobile phone. Life used to be simple but peaceful.

Conclusion

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In conclusion, “used to” is an essential part of English grammar that helps us talk about our past
habits, routines, and states. It allows us to compare the past with the present and reflect on
how life changes. Mastering this structure improves both writing and speaking fluency.
Students should practice it daily in class discussions and personal reflections, keeping attention,
discipline, and comprehension as key goals of learning.

Answer Sheet

1. I used to play with my cousins every evening.

2. She did not use to like cold weather when she was a child.
3. Did you use to go to school by bus
4. We used to live near the sea many years ago.
5. What did he use to do after work before he got married
6. They used to visit their grandparents every weekend.
7. My father did not use to eat fast food when he was young.
8. Did your teacher use to teach you English last year
9. I used to collect stamps when I was in school.
10. My friends used to play cricket every Sunday.
11. She did not use to study at night.
12. Did they use to go to the park in the evenings
13. We used to watch movies together during holidays.
14. I used to like painting before I became busy.
15. He did not use to travel by airplane before last year.
16. Did your parents use to live in this city before moving abroad
17. The streets used to be quieter when we were kids.
18. We used to visit our aunt every summer vacation.
19. He used to have long hair when he was in college.
20. My grandmother used to cook delicious food for the whole family.

Assessment Answers

1. I used to play piano when I was a kid.

2. Did you use to like chocolate
3. She did not use to go to school on foot.

Use of "Get Used To “Be Getting Used To" (Present, Past, and Future)

Lesson Objectives

1. Students will understand the meaning and grammatical structure of “get used to.”
2. Students will use “get used to” correctly in affirmative, negative, interrogative, and WH-
question sentences.
3. Students will apply the structure in speaking and writing to describe adaptation and
change.

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 4. Students will develop focus, discipline, and comprehension while discussing real-life
examples of adaptation.

Warm-up

Ask students to share one thing that was difficult for them at first but has become easier over
time.
Examples

• Learning English
• Waking up early for Fajr
• Using a mobile phone for online classes

Discuss: What changed? How did you get used to it?

Definition

“Get used to” means becoming familiar or comfortable with something new over time. It shows
the process of adapting to a new situation, habit, or experience.

Example:
I am getting used to waking up early.
This means it was difficult before, but now it is becoming normal.

Basic Rules

1. “Get used to” is followed by a noun, pronoun, or verb ending in ing.

2. It can be used in the present, past, or future tense depending on the helping verb.
3. It describes the process of becoming accustomed to something.

Let’s understand the two main patterns.

1. When “get” is in the continuous form

This shows the process of becoming familiar right now or over time.
Structure:
Subject + am/is/are/was/were + getting + used to + noun or verb-ing

Examples with “noun”

1. I am getting used to the new teacher.

2. She is getting used to the cold weather.
3. They were getting used to their new school.
4. He is getting used to city life.

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 5. We are getting used to our new routine.

Examples with “verb-ing”

1. I am getting used to waking up early.

2. She is getting used to driving on busy roads.
3. They were getting used to living alone.
4. He is getting used to working at night.
5. We are getting used to studying online.

Here, we use am, is, are, was, were (the forms of “be”) — not “do/does/did.”

2. When “get” is in simple form (not continuous)

This shows that the action of becoming used to is finished or we are talking about general truth,
past, or future.
Structure:
Subject + get/gets/got/will get + used to + noun or verb-ing

Examples with “noun”

1. I get used to the noise quickly.

2. She gets used to new people easily.
3. They got used to their new home after a few weeks.
4. He will get used to the new job soon.
5. We got used to the school rules fast.

Examples with “verb-ing”

1. I get used to waking up early.

2. She gets used to working long hours.
3. They got used to living in a small town.
4. He will get used to studying at night.
5. We get used to using new technology quickly.

For negative and question sentences, we use auxiliary verbs (do/does/did/will).

Sentence Structures Examples, and Meaning

Type Structure Example Meaning

+ Subject + am/is/are/was/were + getting + She is getting used to the cold weather She is in the process of adapting
used to + noun/verb-ing

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+ Subject + get/gets/got/will get + used to + He got used to his new school He has already adapted
noun/verb-ing
– Subject + do/does/did/will not + get + He did not get used to working long He never adapted
used to + noun/verb-ing hours
? Do/Does/Did/Will + Subject + get + used Did you get used to living in the village Asking if adaptation happened
to + noun/verb-ing
–? Do/Does/Did/Will + Subject + not + get + Did they not get used to studying late Asking with negative form
used to + noun/verb-ing
WH? WH + do/does/did/will + Subject + get + When will she get used to her new Asking about the time or reason
used to + noun/verb-ing routine of adaptation

Complete the sentences using the correct form of get used to.

1. I ______ (not get used to) living alone yet.

2. ______ he ______ (get used to) driving on the left side of the road
3. We ______ (get used to) waking up early during Ramadan.
4. She ______ (not get used to) eating spicy food.
5. What ______ they ______ (get used to) doing in their new job
6. I think you ______ (get used to) the noise soon.
7. They ______ (not get used to) studying at night.
8. ______ you ______ (get used to) your new teacher
9. It took me months to ______ (get used to) living in Karachi.
10. My parents ______ (get used to) using smartphones now.
11. The students ______ (get used to) speaking English in class.
12. He ______ (not get used to) his new timetable yet.
13. ______ she ______ (get used to) working with her team
14. Soon we ______ (get used to) the new school routine.
15. It was hard to ______ (get used to) wearing a uniform.
16. I ______ (get used to) drinking green tea every morning.
17. She ______ (not get used to) staying alone.
18. ______ they ______ (get used to) living without internet
19. Over time, I ______ (get used to) teaching online.
20. We ______ (get used to) reading Dawat-e-Islami booklets every week.

Reading Activity (Sahil and Mahir Dialogue)

Sahil: Mahir, you look tired. Are you getting used to your new job?
Mahir: Not yet. The working hours are very long.
Sahil: It takes time. I also took months to get used to my routine.
Mahir: Yes, I know. But I am slowly getting used to it.

Comprehension Questions

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 1. What is Mahir trying to get used to
2. How long did it take Sahil to get used to his routine

Writing Activity

Write a short paragraph about something new you had to get used to.
Example:
When I moved to a new city, I had to get used to the language and weather. At first, it was
difficult, but now it feels normal.

Speaking Activity

Pair students and ask them to discuss:

• Something they are trying to get used to

• What helped them adapt

Assessment Activity

Part A: Correct the errors

1. I am used to get up early.

2. She did not got used to her new class.
3. Do you used to play football

Modern Usage Update

Modern linguists note that “get used to” is more frequently used in spoken English today to
describe emotional or cultural adjustment. It is common in daily conversations rather than
formal writing.
Example:
I am still getting used to this app. (Modern and natural)
I am adapting to this app. (Formal)

Key Differences

Phrase Focus Meaning Example

Used to Past habit or state Describes something that happened regularly in I used to ride a bike to school
the past but no longer happens now
Get used to Process of adapting Describes the process of becoming familiar or I am getting used to riding a bike
comfortable with something new daily

Homework

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Write a paragraph about a new habit or responsibility you are trying to get used to.
Example:
I am trying to get used to exercising every morning. It was difficult before, but now I enjoy it.

Conclusion

“Get used to” helps us describe the process of becoming comfortable with something new. It is
used with nouns, pronouns, and ing verbs. Mastering this phrase allows students to express
change and adaptation clearly in both spoken and written English. The lesson also encourages
focus, discipline, and reflection on personal growth, aligning with values of patience and
continuous improvement.

Answer Key

1. I have not gotten used to living alone yet.

2. Did he get used to driving on the left side of the road
3. We got used to waking up early during Ramadan.
4. She did not get used to eating spicy food.
5. What did they get used to doing in their new job
6. I think you will get used to the noise soon.
7. They did not get used to studying at night.
8. Did you get used to your new teacher
9. It took me months to get used to living in Karachi.
10. My parents have gotten used to using smartphones now.
11. The students are getting used to speaking English in class.
12. He has not gotten used to his new timetable yet.
13. Did she get used to working with her team
14. Soon we will get used to the new school routine.
15. It was hard to get used to wearing a uniform.
16. I have gotten used to drinking green tea every morning.
17. She has not gotten used to staying alone.
18. Did they get used to living without internet
19. Over time, I got used to teaching online.
20. We are getting used to reading Dawat-e-Islami booklets every week.

Use of "be used to,"

Lesson Objectives

By the end of this lesson, students will be able to

1. Understand the meaning and use of “be used to” to show familiarity or habit.
2. Correctly form sentences in all types: affirmative, negative, interrogative, negative
interrogative, and WH questions.

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 3. Apply “be used to” accurately in speaking and writing tasks.
4. Recognize the difference between “be used to” and “used to.”
5. Demonstrate discipline, focus, and comprehension through structured classroom
activities.

Warm-Up

“What daily habits are you so familiar with that you can do them easily?”
Encourage students to answer using everyday examples like waking up early, praying, studying,
or traveling by bus.

Definition

“Be used to” means being familiar. addiction or comfortable with something.
It shows that an action, situation, or condition is no longer strange or difficult.

Example
I am used to waking up early.
It means waking up early is normal for me.

Basic Rules

1. The verb be changes according to the subject (am, is, are, was, were).
2. “Used to” is followed by either a noun or a verb-ing form.
3. It shows a state of being accustomed, not an action. (Gerund N)

Sentence Structures and Examples

Type Structure Example

+ Subject + am/is/are/was/were + used to + noun/verb-ing She is used to cold weather
– Subject + am/is/are/was/were + not + used to + noun/verb-ing I am not used to eating spicy food
? Am/Is/Are/Was/Were + Subject + used to + noun/verb-ing Are they used to living in a big city
–? Am/Is/Are/Was/Were + Subject + not + used to + noun/verb-ing Are you not used to working at night
WH? WH + am/is/are/was/were + Subject + used to + noun/verb-ing What are you used to doing every day

Complete the sentences using the correct form of “be used to.”

1. She ______ waking up early for school.

2. We ______ not ______ traveling long distances.
3. ______ you ______ working under pressure.
4. He ______ used to cooking for himself.
5. They ______ not ______ living in small apartments.
6. What ______ you ______ doing after Fajr prayer.
7. I ______ used to using this software now.

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 8. She ______ not ______ driving in heavy rain.
9. ______ he ______ working late at night.
10. We ______ used to the new class schedule.
11. I ______ not ______ eating spicy food.
12. ______ you ______ living alone before.
13. They ______ used to wearing uniforms every day.
14. He ______ not ______ studying for long hours.
15. What ______ she ______ doing on weekends.
16. We ______ used to walking to the mosque.
17. I ______ not ______ speaking in front of a crowd.
18. ______ they ______ working in this company for years.
19. She ______ used to managing her own time.
20. ______ you ______ waking up this early every morning.

Reading Activity (Dialogue: Sahil and Mahir)

Sahil: Mahir, are you used to waking up so early for school now
Mahir: Yes, I am. At first, it was difficult, but now I am used to it.
Sahil: What about online classes Are you used to studying on a screen
Mahir: Not really. I am still not used to sitting for long hours.
Sahil: You will get used to it soon. I was not used to it before either.

Comprehension Questions

1. What was difficult for Mahir at first

2. What is Mahir still not used to doing
3. What advice did Sahil give Mahir

Writing Activity

Students write a short paragraph about something they are used to and something they are not
used to.
Example:
I am used to studying after dinner because it is a quiet time. However, I am not used to staying
up late at night.

Speaking Activity

In pairs, students discuss the following prompts:

• One habit you are used to.

• One habit you are not used to but want to develop.

Assessment Activity

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 1. Correct the following sentences:
a. I used to waking up early.
b. She is use to reading late.
c. Are you use to travel by bus.
2. Quick Oral Test:
Each student makes one sentence of each type using “be used to.”

Modern Usage Update

In modern English, “be used to” remains common in both formal and informal contexts.
It is frequently used in workplace communication and daily conversation to express adaptation.
Grammarians note that it is more flexible today, often used with both physical and emotional
adaptation.
For example, “I am used to stress at work” or “He is used to online learning.”
The structure has not changed, but it is now broader in meaning, describing adjustment to both
situations and feelings.

Key Differences

Phrase Focus Meaning Example

Used to Past habit or state Describes something that happened regularly in the I used to ride a bike to school
past but no longer happens now
Get used to Process of adapting Describes the process of becoming familiar or I am getting used to riding a bike
comfortable with something new daily
Be used to Current familiarity Shows that someone is accustomed to something I am used to riding a bike every day
and it feels normal

Homework

Write a paragraph about things you were used to as a child but are not used to anymore.
Example: I was used to playing outside every evening, but now I spend most of my time reading
indoors.

Conclusion

The structure “be used to” helps express comfort and familiarity with actions or situations.
Mastering it allows students to communicate everyday experiences more naturally.
Understanding the difference between “be used to” and “used to” improves grammatical
accuracy and fluency.
Through practice, reading, and speaking, students develop confidence and self-discipline while
expressing habits and adaptation clearly in English.

Answer Key

1. She is used to waking up early for school.

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 2. We are not used to traveling long distances.
3. Are you used to working under pressure.
4. He is used to cooking for himself.
5. They are not used to living in small apartments.
6. What are you used to doing after Fajr prayer.
7. I am used to using this software now.
8. She is not used to driving in heavy rain.
9. Is he used to working late at night.
10. We are used to the new class schedule.
11. I am not used to eating spicy food.
12. Were you used to living alone before.
13. They are used to wearing uniforms every day.
14. He is not used to studying for long hours.
15. What is she used to doing on weekends.
16. We are used to walking to the mosque.
17. I am not used to speaking in front of a crowd.
18. Are they used to working in this company for years.
19. She is used to managing her own time.
20. Are you used to waking up this early every morning.

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