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Teacher’s guide - Grade twelve English for Afghanistan Teacher’s guide Grade twelve Ministry of Education Deputy Ministry of Curriculum Development, Teacher Education & Science center General Directorate of Curriculum Development & Compiling of Textbooks اخيستنه،ې اړه لريزارت پورنې په و د پوه درسى کتابونهنکو سره قانوني. له سر غړو منع دهلکه خرڅونه يې په ک اوږي. چلن کي[email protected]

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Page 1: old.moe.gov.af › Content › files › TGbooks › pa › G12_Pashto_English.pdf · Teacher’s guidePresent Continuous Tense: Students will be able to recognize the present continuous

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English for Afghanistan

Teacher’s guideGrade twelve

Ministry of Education Deputy Ministry of Curriculum

Development, Teacher Education& Science center

General Directorate of Curriculum Development &

Compiling of Textbooks

درسى کتابونه د پوهنې په وزارت پورې اړه لري، اخيستنه

او خرڅونه يې په کلکه منع ده. له سر غړونکو سره قانوني

چلن کيږي.

[email protected]

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Ministry of EducationDeputy Ministry of Teachers Training, Curriculum

Development, Science Center and Technology EducationGeneral Directorate of Curriculum Development

& Compiling of Textbooks

English for Afghanistan

Teacher’s Book

Published: 1392

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Committees of Compiling, Research& Editing of Textbooks

Authors:1. Jamshid "Zaynal"2. Ghulum Rabani "Ludin"3. Sayed Nematullah “Mushtaq”4. Frishta “Kazimi”

Technical advisor & Editors:- Abdul Hakim "Mujahid"

Religious, Political and Cultural Committee:1. Habibullah "Rahil (Advisor to the Minister of Education)2. Muhammad Asif "Kochi" (Head of Religious Department)

Supervising Committee1. Dr. Asadullah "Muhaqiq" Deputy Minister of Curriculum Development, Teacher

Training, and Science Center, Chairman.2. Dr.Shir Ali "Zareefi" Head of the Curriculum Development Project, member.3. Abdul Zahir "Gulistani" Head of Curriculum & Textbooks Development, member.

Composed and Designed by:1. Jamshid "Zaynal"2. Frishta “Kazimi”

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The Messagefrom his Excellency Minister of Education

Dear teachers and students,As education is the foundation of development, a key element in defining quality, relevance andeffectiveness of education is its curriculum. Our new curriculum has been shaped by the desires ofour people for an ideal future using the latest advances in education development. Our educationsystem and curricula should provide the type of education that will enable our future generations tobuild an Islamic society that is moral, modern and prosperous. Through wide-spread consultations,the Ministry of Education has attempted to come up with content, structure, scope and sequence forvarious curricula that will equip our children and youth with values, knowledge and skills that areessential for assisting the learners to become positive and contributing members of their familiesand their society. I am confident that the curriculum development teams of the Ministry ofEducation tried hard to incorporate the latest developments in the science of learning, educationalpsychology as well as mental, intellectual and emotional development of children, as theydeveloped the new curriculum. It is my honor to assure our students, teachers and their familiesthat the school curriculum is not a means for spreading political ideologies.I hope this textbook precisely represent our intentions and efforts to offer you the best resourcefor learning and application. This book is designed to meet the learning needs of the pupils andfacilitate active participation of students in learning and teaching processes.I expect our teachers to apply the active teaching methods to engage all students and carefullyfollow the Teacher’s Guide to facilitate active learning. Teachers are required to provideopportunities for all students to learn by doing; understand through discovery; use imagination,thinking, creativity; and take joy in instructional activities.I also call on the guardians and parents of the students to take interest in the education of theirdaughters and sons, participate in school’s gatherings, and turn learning into a daily family routine.Parents can both give by helping their children with their studies and take by learning from theschool curriculum through their children. Raising our future generation is a joint responsibility ofthe families and the Ministry of Education.Ministry of Education is committed to a constant improvement of our curriculum; therefore, Iwelcome parents, scholars, and educationalists to provide us with feedback for improving ourcurricula, textbooks and other resource materials.

I wholeheartedly appreciate the hard work of the authors, reviewers, editors, composers,designers and other who participated in preparation of this textbook. I am also grateful to thesupport of the institutions and experts, national and international, and donors for supporting theprocess and especially printing and distribution of our textbooks.

May Allah bless us allFarooq Wardak

Minister of Education

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Teacher's GuideDescription of the Course

Dear Teacher! English teacher guide for Afghanistan Grade (12) textbook is divided into (12) Units and itshould be taught in 84 periods. There are four basic language skills among the lessons: speaking,listening, reading, and writing along with useful vocabulary and effective grammar structures. Ifthe teacher is to train his students in all four skills, he must make efficient use of the time at hisdisposal. The students must be trained in methods to use their eyes, ears and mind to read wordsand sentences with correct pronunciation and consequently understand their meanings very well. It is obvious that learning a language is not a matter of acquiring a set of rules about thelanguage. And it is not functional or practical for him to direct his efforts only at informing a largevocabulary to his students during the teaching. Instead it is very important for a teacher to pay hisattention at the methods to enable students to use the rules and vocabulary effectively andsuccessfully in their practical life. Thus, students' expertise of a language is ultimately measured by how well he can use it, not byhow much he knows about it. And students' command of a language will be judged not by howmuch he has got knowledge of the language, but how well he can apply and act upon it in public.

Common GoalsThe common goals of the course are as follows:

To make easy for students to regard English as a means of communication and to use it fora meaningful purpose.To contribute to the development of the students' linguistic, intellectual, social, emotionaland physical skillsTo make the course more interested and enjoyable for students of the English language.To encourage students to speak English Language independently.To raise students' awareness of how language operates as a rule-based system.To hearten students to be actively involved in the learning process of English.To encourage students to reproduce language structure, and evaluate, their own progressthrough self-evaluation tasks.To give students confidence to develop independent learning strategies.To encourage student to co-operate with their classmates and help each other to learnEnglish.To persuade students to develop a positive attitude towards others, and respect their ownand different cultures of people.

The course has been designed with both the students' and the teacher's needs in mind and aims tocontribute to education development in its widest sense.

Grammar Practice Throughout the course there is a gradual input of basic grammatical terms so that students cangradually build up their knowledge of this language. This ability to use basic grammatical termsappropriately is important, if students are to be asked to work out rules for themselves and claimownership of the language they learn. So the following grammatical terms are practiced in thecourse:

1. Students will be able to use verbs be present and past; is, am, are, was, were and verbs ofhave, had.

2. Present Continuous Tense: Students will be able to recognize the present continuous tenseand form sentences.

3. Simple Present Tense: Students will have the ability to recognize the simple present tenseand form sentences with third person, by adding s, es, or ies in the end of the verbs.

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4. Simple Past Tense: Students will have the ability to recognize the simple past tense andform sentences with regular and irregular verbs.

5. Past Continuous Tense: Students will have the ability to recognize the past continuous tenseand form sentences.

6. Present Perfect Tense: Students will have the ability to recognize present perfect tense andform sentences.

7. Past Prefect Tense: Students will be able to recognize the past perfect tense and formsentences.

8. Simple Future Tense: Students will have the ability to recognize the simple future tense andform sentences with going to, shall and will.

9. Future perfect tense: students will have the ability to form sentences in future perfect tense.10. Future perfect continuous: students will be able to recognize the future perfect continuous

and make sentences.11. Active and Passive voices: Students will be able to make sentences in active voice and

passive voice of the tenses.12. Modal Auxiliaries: Students will be able to use the modal auxiliaries: can, could, may,

might, had better, shall, should, will, would, must and ought to.13. Students will have the ability to form positive and negative questions with auxiliary verbs

including do/ does and did. They will also have the ability of making interrogative pronounsand adverbs.

14. Students will have the ability to answer questions beginning with auxiliary verbs andquestions words.

15. Adverbs: Students will have the ability to form adverbs with- ly and –ily. They will havethe ability to recognize exceptions like; well, hard and fast.

16. Articles: Students will be able to use definite and indefinite articles: a /an/ and the. Theywill also be able to use some, any, no, much, many, and a lot of with countable anduncountable nouns.

17. Nouns: Students will be able to form the plural nouns with –s, -es, -ves; common irregularplurals: men, women, and children, teeth etc.

18. Pronouns: Students will have the ability to use personal, possessive, reflexive pronouns.They will also be able to use Apostrophe's'.

19. Adjectives: Students will have the ability to recognize and use the adjectives; regularcomparison, irregular comparison: good, bad, much / many and little.

20. Prepositions: Students will be able to use common prepositions of place, time and direction.21. Relative Pronouns: Students will have the ability to recognize and use who / whom, which

and that. They will also be able to use the Miscellaneous Features; this / that; these / those.22. Contracted Forms: Students will be able to use the contracted or shorten forms of helping

verbs: it's, I'm, isn't, wasn't, weren't, don't, didn't, hasn't, haven't, there's / it's, there're /they're, etc.

23. Imperative: Students will be able to make the imperative sentences.24. Direct and indirect speeches: Students will have the ability to use the direct and indirect

speeches.25. Conditional Sentences: Students will be able to make the conditional sentences.

Vocabulary Focus Helping the students to develop a wide and rich vocabulary is an affective plan in the course. Thevocabulary is generally presented in lexical sets arising out of the key topic of a unit. Most activitiesbegin with students trying to bring to mind how much vocabulary they know about a particulartopic. Their knowledge is then broadened through interacting with the texts and activities in theunits. This vocabulary is then recycled in later units. This process of recall and recycling occurscontinually throughout English for Afghanistan.

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During the course, students are encouraged to look at different ways of storing words andexpressions. Throughout the course, students are encouraged to develop their own personaldictionaries.Vocabulary List

The vocabulary list contains of a list of the most important words in the Unit whichprovides a useful way for the students to check and revise what they have learned inclass. Moreover, it is a useful resource for students who want to check their spelling ofany key word in the Unit.

The Four Skills English for Afghanistan course adopts multi-layered and meaningful four skills approach ofListening, Speaking, reading and Writing. These four Skills are systematically developed within anintegrated framework.

1. ListeningTo teach listening skill to students, teacher has to use audio cassette tape or to read aural textshimself. This will give the students the following opportunities:

To practice the right pronunciation of words and correct articulation of structures presentedin the input texts.To pronounce familiar core vocabulary correctly.To reproduce basic sound and intonation patterns of EnglishTo use familiar conversational formulas appropriately.To ask and answer questions about the topic areas.To develop the ability to participate in dialogues related to the topic area.To grasp the general idea of an aural text.

Phonics:The main objectives of the phonics are:

a. To practice sounds of the vowel and consonant letters.b. To help students to acquire mastery of mechanical skills of reading at the level of

letter groups, words, sentences and paragraphs.The good way of teaching phonics to students is reading in pairs.

Read a word or a paragraph from the book aloud while the students follow it.Repeat the word or the text aloud phrase by phrase and get the students to repeat as a class,in groups and as individuals.Get the students to read the paragraph aloud to each other in groups. At all times monitorand check how the pupils pronounce and stress the words and sentences.

You must try to get students to correct their own mistakes, eliciting this with questions like; Areyou sure? Is he/she correct? And what is the correct pronunciation or answer? You have topraise your students to feel proud of their achievements.

2. Speaking To conduct the speaking stage of learning, you should pay close attention to the method ofasking students about personal information through interviews, and other personalization activities.The activities are: to find real information about friends in the class; to ask for factual informationabout a topic; to express opinions about a topic or story; to play a game or tell a story. Always offer praise for student's efforts regardless of the level of accuracy. Don't interruptchildren by correcting them as they are speaking but praise their utterance and re-phrase it andrepeat it correctly yourself.

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3. Reading To develop the reading ability of the students, different texts are provided to them. These textsinclude stories, letters, e-mails, and dialogues, factual pieces of information, games and instructions.Students are encouraged to read the texts; stories games, puzzles and songs. For children to become fluent readers, it is important that they do not worry over every word,whether they are reading quickly the text for general meaning or scanning it to pick out specificinformation. It is very important in developing a positive approach to reading that children view itas an interesting challenge rather than a boring task.While reading Encourage children to work out the meaning of vocabulary as they come across it, using thecontext and the accompanying visuals to help them.Post readingIt is important to get students to respond to their reading, not just answer some set questions. Enterinto a dialogue with students about their reading. If it was a story, did they enjoy it? If it was factualtext, what new things did they learn? What did they find interesting, strange, etc?

4. Writing The writing activities in English for Afghanistan generally appear towards the end of a unit. Todevelop the writing ability of the students, you must begin with the simplest form of statement. Ittoo often happens that students start to write composition before they are ready for it. And it is alsonot helpful for a student to spend his time into filling in blank spaces in ready-made sentences, andthen expect him to produce a useful and correct composition.

Instead, the student must learn how to write simple, compound, and complex sentences and toconnect ideas from notes at the pre-intermediate and intermediate stages. Controlled précis writingfrom questions and answers in the light of reading passage, will enable a student to master hiswriting skill, and bring him to a point where he will be capable of writing a composition with aminimum of error. In a more mature level where students begin to write short paragraphs aboutthemselves or about the topics encountered in the units.

CorrectionStudents' work of writing may have some mistakes in their writing practice which is somethingnatural in this stage. However, you have to be more careful in your correction and do not attempt tohighlight and correct every error made by the students. It is demoralizing to children, and adults, toreceive a piece of work covered in corrections and red marks.Instead, encourage students to correct their own mistakes and increase their ability in this regard.Self correction is very useful because it raises students' awareness of what is relevant and accuratewhen writing. Apart from providing useful opportunities for students to work out or train their workof writing together.

Modern Method of Teaching

a. Process of LearningYour role as a teacher in modern method of teaching in classroom is to facilitate leaning process forstudents. Acting as facilitator, you can start by providing language information, help your studentsto interact with each other; evaluate students' progress in language, and provide them feedback.There are several ways to manage your classroom;

1- By beginning with what your students already know about a topic.2- By making certain that language is always supported by visual information.3- By giving feedback on what students achieved and praising them for accomplishing tasks.

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b. Medium of Teaching You should use English language in class as much possible. To organize activities and giveinstructions for playing games, for giving support and praising the students, useful phrases of thelanguage should be used during teaching. Students should gradually develop their use of English intheir daily life, learn needed expressions and increase their vocabulary.Here are some useful expressions and phrases of English to be used in classroom activities;Organization - Sit down. - Hands up - Come here, please. - Bring/Give it to me. - Put it here/ there - Open your books at page… - Say it again. -Repeat. - Stop now. - Listen to me. - Now you. -Tell me… -Hold up/Show me a … - All together. - Get into pairs/ groups. - Try to guess. - Wait - Let’s sing a song/ read/ listen to a story. - Cut out the picture. - Draw a… - Paint the ColorProviding support and giving praise - Good/ Very good. - Well done. - Yes, that’s right. - No, try again. - What a lovely picture!Game - Let’s play a game. - Ready, steady, go - It’s your turn now. - Whose turn/ go is it? - Who’s next? - … … is the winner. - You’re out. - It’s a draw. - Pick a card.Some useful classroom phrases for children. - Can I have the scissors/glue etc? - Here you are. - I don’t know. - It’s my/ your turn. - Sorry. - Thanks you. - Yes. - No. - Finishedc. Classroom Arrangement It is very important to arrange needed materials for teaching to well organize students in theclassroom. If possible, you should try out all the practical activities in advance to check on detailsand potential problem areas. Make sure you have provided students with everything they need before you ask them to start anactivity. Always have spares of any essential items needed for an activity in case children forget,lose, break, or spoil them.Establish a routine so that children know where to find and return materials, how to organize theclass layout for activities, etc. organize your classroom so that important equipment is within easyreach of all the children during an activity. The organization of your classroom is very important. Clear instructions are essential whenorganizing the class for an activity; always make sure children know exactly what they are doingbefore they start. Children should see and hear a model of the activity. Or the language they areexpected to produce, so that they understand clearly what to do.d. Classification of Students Although it can be more suitable for students to work with a regular partner, it can also be usefuloccasionally to vary the combination of pairs. Finding a new partner can be a useful languageactivity in itself. Varying the combination of students in groups provides the teacher the opportunity

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to mix personalities and ability levels. As the best judge of your class, you will know whichstudents work best together. A certain amount of noise is inevitable with pair and group work, if the class gets too noisy; useone of the following strategies to make the students quiet.

Raise your arm up in the air and wait for students to do the same. As they put their arms upthey should stop talking.Start counting slowly and clearly in English – the class tries and achieves silence in fewerand fewer seconds.

e. Engagement of Students As you are teaching the whole class, you have to make your location visible and attractive for allthe students. Consequently, they will be able to see you when you are speaking, holding up apicture, pointing at the board, or writing and drawing on the board. It is very significant to provideopportunities for each student to interact with his classmates and work together in pairs or groups.f. Setting up Groups To well-organize group work in class, you have to make certain that students are facing oneanother and not spread out in the class, which would create a lot of problems in organizing groupwork in the classroom. Therefore, the following arrangements are proposed to help you set up pairwork and group work effectively:

You have to make certain that students have had plenty of opportunity to practice thelanguage needed for the activity.You must classify your students in pairs and groups.You should provide students with a very clear modal of the task or activities performed byyou and a confident student in the class, or choose a pair to practice it in front of the class.You have to make certain that the pair or group activity doesn’t go on too long. You should not interrupt when a child is saying something. After the child has finishedspeaking, you can use correct English to gently rephrase what the student was trying to say.Try your best to build up students' confidence in attempting to say things in English, even iftheir work is not accurate in your mind.When students do start producing language they make mistakes, you have to correct themgently, and praise their attempts for doing a good job. If possible, find a place in which the materials produced by the students can easily bedisplayed. For example, use the classroom walls if possible, or a corner of the classroom.Display should be decorated attractively; using card of different colors, cut-outs withEnglish designs, and other materials that children bring to the class with them. Change thedecoration form time to time.

Encouraging students and displaying their work gives them status, as well as enhancing the learningenvironment of the classroom. It gives students a real sense of pride and ownership of their work.

Final Points:1. You have to write the date in English on the board at the start of your lessons. You

may call your students to write the date on the board. The form 13/03/2009(day/month/year) is the most suitable way of writing the date.

2. You should use a suitable language for greeting in the beginning and leaving yourclass. To make your students familiar with different forms of greetings, yourgreetings language should be different in class from day to day.

3. Encourage students to cover their books and to keep them in good condition.4. You should carry a wet cloth to clean the board before you start your class.5. Give your students a strict warning that they must not do any of the exercises in their

students' books.6. If they were in need to write something in students' books, tell them to use a pencil,

rather than a pen.* * *

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Unit oneLesson one

Objectives of the unit are to:talk/discuss about health benefits of drinking water.know the meaning of new words and use them in sentences.review some grammatical points from previous grades. read a topic about water.learn grammatical issues such as; helping and main verbs.

Objectives of the lesson:At the end of this lesson students should be able to:

talk and discuss about healthy drinking water.know the value of water in their life.

Page: 2Period: (45) minutes.Teaching method: oral, visual, display, discussing, questions/answers and role play.Teaching materials: Blackboard, eraser, chalk.Teaching procedure: greetings, taking attendance, checking homework, connecting two lessons.Evaluation: questions and answers, oral, visual, display, etc.

Step oneSay to the students and get them to say back to you. However,the way of greetings to be varied to students in the class day by day like; Hello, Hi,Good morning and Good bye, etc.Write the date on the board, or you may call your students to do so.Take attendance of the students in the class and ask them if they have any problems.Ask the students something about their previous lesson to check their understandingof the topic and ask some of them for their homework.

Step twoEvaluation: Evaluate your students by asking some questions like:1. How many parts of speech are there in English language?2. What were the more important lessons that you have learned in grade 11?

Brainstorming: In order to make your students concentrate on their lesson, start thelesson by saying a joke, story related to lesson or by asking some questions like:1. How many kinds of water can you find in the earth?2. If there weren’t water, how the life would be?

Step threeDiscussion: Write the title of the lesson on the blackboard (water). Call some ofyour students to talk about it. Then, get the other students to ask him/ her questions.Write the question in part 1 on page 2 on the blackboard. Read the questions one byone aloud. Ask each question from two or three students to find out the correctanswer. Give them time to talk about it and give reasons. Don’t discourage thestudents who can’t give convincing reasons, instead let him/her talk. Because talkingcan improve his/ her speaking skill.Give the students time to read the questions in part 2 of page 2 silently and find theanswers of them. Then, call them in pairs. One student reads the question and anotherstudent answers him/her. If anyone can’t do the job, give the chance to anotherstudent to it.

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Exercise solution:a. Describe the water cycle.

The cycle describes the process of water. While the water falls to the ground in the shapeof rain or snow. Some of them are attracted to the ground and some goes back to the skyin the shape of steam. When you water the ground, some of the water change to steamand goes to sky. While this steam makes the weather cold, it changes to rain or snow andcomes back to ground.

b. How do you say 1/5 and 4/5 in English? We say one out of five and four out of five.

c. What is the difference between fresh water and salty water?Fresh water is used for drinking, but salty water is not.

d. What is water used for?We use water for drinking, watering, washing, producing electricity, etc.

e. What are some of the problems that people and countries have with water? The most important problem is flooding. Flooding destroys the cities and farming fields.Another problem is sipping. Heavy sipping makes people leave their homes.

Step fourHomework: Ask your students to write a paragraph about the importance of water.

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Unit oneLesson two

Objectives of the unit are to:talk/discuss about health benefits of drinking water.know the meaning of new words and use them in sentences.review some grammatical points from previous grades. read a topic about water.learn grammatical issues such as; helping and main verbs.

Objective of the lesson:At the end of this lesson students should be able to.

know fraction and talk about fraction.

Page: 3Period: (45) minutes.Teaching method: oral, visual, display, discussing, questions/answers and role play.Teaching materials: Blackboard, eraser, chalk.Teaching procedure: greetings, taking attendance, checking homework, connecting two lessons.Evaluation: questions and answers, oral, visual, display, etc.

Step oneSay to the students and get them to say back to you. However,the way of greetings to be varied to students in the class day by day like; Hello, Hi,Good morning and Good bye, etc.Write the date on the board, or you may call your students to do so.Take attendance of the students in the class and ask them if they have any problems.Ask the students something about their previous lesson to check their understandingof the topic and ask some of them for their homework.

Step twoEvaluation: Evaluate your students by asking some questions like:1. Who can describe the water cycle?2. What is the main cause of dehydration?3. Who can say in what shapes can we find water?

Brainstorming: In order to make your students concentrate on their lesson, start yourlesson by saying a joke, story related to lesson or by asking some questions like:1. Who can say what a fraction is?2. What do we say 1/3 in fraction?

Step threeConversation practice: Call some of the students to read and practice theconversation in column A of page 3 aloud. Help them in pronouncing some word.Don’t translate it in Dari or Pashto. Translation in Dari or Pashto should be used as alast resort. Then, only translate the word, not the pattern.Give your students time to read column B and C of page 3 with their seat partner andwrite a conversation like the one in column A in their notebooks.Call some of the pairs to stand up and read the conversation they have just written.Divide your students in pairs. Call them to make a conversation like the once incolumn A, B and C.Then, call the pairs to come in front of the class and practice the conversation aloud.At the end of the conversation ask your students the following questions.

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1. What is a fraction?2. What do you read 3/ 4 in English?3. Is 50% one third of a circle?

Step fourHomework: Ask your students to write down fraction problems in their notebooks.

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Unit oneLesson three

Objectives of the unit are to:talk/discuss about health benefits of drinking water.know the meaning of new words and use them in sentences.review some grammatical points from previous grades. read a topic about water.learn grammatical issues such as; helping and main verbs.

Objectives of the lesson:At the end of this lesson students should be able to.

get more information about helping verbs and main verbs.use helping verb + main verbs in interrogative sentences.

Pages: 4 – 5Period: (45) minutes.Teaching method: oral, visual, display, discussing, questions/answers and role play.Teaching materials: Blackboard, eraser, chalk.Teaching procedure: greetings, taking attendance, checking homework, connecting two lessons.Evaluation: questions and answers, oral, visual, display, etc.

Step oneSay to the students and get them to say back to you. However,the way of greetings to be varied to students in the class day by day like; Hello, Hi,Good morning and Good bye, etc.Write the date on the board, or you may call your students to do so.Take attendance of students in class and ask them if they have any problems.Ask the students something about their previous lesson to check their understandingof the topic and ask some of them for their homework.

Step twoEvaluation: Evaluate your students by asking some questions like:1. Who can say what a fraction is?2. What is one third of a fraction?

Brainstorming: In order to make your students concentrate on their lesson, start yourlesson by saying a joke, story related to lesson or by asking some questions like:1. Who can explain what the helping verbs are?2. How many kinds of the helping verbs do you know?

Step threeGrammar: Before reading the grammar parts on page 4 and 5, ask your students ifthey have remembered the usage of the helping verbs in different sentences. Then, call some of the students to say the differences between the main verb and thehelping verb. If they couldn’t explain them and find the difference, you can help themby giving their definitions and examples as below.Main verbs are those verbs that show action, state or link of being or ownership,subject to complement or ownership.For example:1. He runs fast.2. He is a student.3. The airplane appeared.

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4. Ahmad is sick.5. She has a house.In the first sentence the verb runs shows an action. In the second sentence the verb isshows a state and in the third sentence the verb appeared shows linking.To be verbs are those which show whether the sentence is active or passive. Theyalso show the tenses.For example:1. He is watching TV.2. They have worked hard.3. Did he play hard last night?4. He was stopped by the gate.In the first three sentences the helping verbs show the tense, but in sentence 4 theverb was shows that the sentence is in passive voice.Some helping verbs can also be used as main verbs.For example:I have a book.They do their home work.He is a boy.She does her assignment every afternoon.They did their assignment last night.Write some sentences on the blackboard. Call some of the students by name to readthe sentences and point out the helping verb in them.Call some of the students by name to read the sentences in table 1, 2 and 3 on page 4and read them aloud. Don’t translate them the sentences in Dari or Pashto.Get your students to read the questions under the table number 3 on page 5 silently.Tell them to underline the helping verbs and circle the main verbs. Be careful that thestudents should use pencil not a pen. Then, ask some of them to read the sentencesaloud and show the helping verbs and main verbs in them. If anyone makes anymistake, give the chance to other students.

Exercise solution:1- How does the underground water move?

2- Why are some medicines prescribed by doctors?

3- Where is most of the world’s fresh water?

4- What are the main uses of fresh water?

5- How many uses does water have now?

6- Did Hekmat do his homework?

7- When was the thief arrested?

8- Why are students called to the principal’s office?

9- What did the teacher tell to the students?

10- When were your last examinations held?

11- Where was traffic police during the accident?

12- Did you see the accident yourself?

Step fourHomework: Ask your students to write ten sentences each sentence contains helpingverb and main verb.

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Unit oneLesson four

Objectives of the unit are to :talk/discuss about health benefits of drinking water.know the meaning of new words and use them in sentences.review some grammatical points from previous grades. read a topic about water.learn grammatical issues such as; helping and main verbs.

Objectives of the lesson:At the end of this lesson students should be able to.

read the paragraph about water fluently.to talk about water.understand meaning of new words and use them in sentences.understand use of water in different ways.

Pages: 6 – 7Period: (45) minutes.Teaching method: oral, visual, display, discussing, questions/answers and role play.Teaching materials: Blackboard, eraser, chalk.Teaching procedure: greetings, taking attendance, checking homework, connecting two lessons.Evaluation: questions and answers, oral, visual, display, etc.

Step oneSay to the students and get them to say back to you. However,the way of greetings to be varied to students in the class day by day like; Hello, Hi,Good morning and Good bye, etc.Write the date on the board, or you may call your students to do so.Take attendance of students in class and ask them if they have any problems.Ask the students something about their previous lesson to check their understandingof the topic and ask some of them for their homework.

Step twoEvaluation: Evaluate your students by asking some questions like:1. Who can say the difference between main verb and helping verb?2. Who can say a sentence having helping verb and main verb?

Brainstorming: In order to make concentrate on their lesson, start your lesson bysaying a joke, story related to lesson or by asking some questions like:1. How many percent of the earth is covered by water?2. Who can name the sources of drinking water?

Step threeReading: Read the text written about water aloud and ask your students to listencarefully.Ask your students to read the text silently and underline the words they don’t know.Then, try to understand them the meaning of the words by saying and using them invarious sentences. Don’t translate it in Dari or Pashto. Translation in Dari or Pashtoshould be used as a last resort. Then, only translate the word not the whole pattern.Call them to read once again the text silently. Then, call two or three student to talkabout it.

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Call some of the students to read the text, paragraph by paragraph aloud. Note thedifficult words and when they finished reading, pronounce the difficult words aloudand ask the students to repeat after you. Try to teach the meaning of new words byusing them in different sentences. If they couldn’t understand, help them bytranslating only the word not the pattern.

Step fourReading: Ask your students to read the sentences on page 7 silently. Tell them to puta T in the box if the sentence is true and F if it is wrong as well as the line number inthe next box.Call some of the students to read the sentences aloud and say whether that is true orfalls as well as its line number. If anyone make mistake, give the chance to the nextstudent.

Exercise solution:

T or F? Line(s)

1. Sea water is fresh water.Sea water is not good for drinking.

2. Half the rain falls on land.About four-fifth of the rain goes back into the sea.

3. Water drains through hard rocks.Rain water drains through the earth’s surface.

4. The fresh water can be used by the living things.

5. It takes two liters of water to make 2 kilos of bread.It takes 1 liter of water to make 2 kilos of bread.

6. Water is only needed in a few countries for growing things.Water is also used world-wide in the cultivation and irrigation ofcrops

7. Water is not precious today.It may become even more precious than it is today.

Read the question down the page 7 aloud and ask your students to answer it.

Step fiveHomework: Ask your students to write a paragraph about the usage of water.

F 4-5

F 12

F 23

T 14

F 50

F 153

F 58

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Unit oneLesson five

Objectives of the unit are to:talk/discuss about health benefits of drinking water.know the meaning of new words and use them in sentences.review some grammatical points from previous grades. read a topic about water.learn grammatical issues such as; helping and main verbs.

Objective of the lesson:At the end of this lesson students should be able to.

know the meaning of new words and use them in different sentences.know the grammatical function of new words.

Pages: 8 – 9Period: (45) minutes.Teaching method: oral, visual, display, discussing, questions/answers and role play.Teaching materials: Blackboard, eraser, chalk.Teaching procedure: greetings, taking attendance, checking homework, connecting two lessons.Evaluation: questions and answers, oral, visual, display, etc.

Step oneSay to the students and get them to say back to you. However,the way of greetings to be varied to students in the class day by day like; Hello, Hi,Good morning and Good bye, etc.Write the date on the board, or you may call your students to do so.Take attendance of students in class and ask them if they have any problems.Ask the students something about their previous lesson to check their understandingof the topic and ask some of them for their homework.

Step twoEvaluation: Evaluate your students by asking some questions like:1. Who can name the sources of water?2. Who can say where can we find salty water?3. Who can say where the world largest drinking water is?

Brainstorming: In order to make your students concentrate on their lesson, start yourlesson by saying a joke, story related to lesson or by asking some questions like:1. Who can say how he/she finds the meaning of a new word?2. Who can use the word mistake in a sentence?

Step threeWord study: Read the words and their definition on page 8 aloud and ask yourstudents to listen carefully. Don’t translate them in Dari or Pashto. Translation inDari or Pashto should be used as a last resort. Then, only translate the word, not thewhole pattern.Write the bolded words on page 8 on the blackboard. Call some of the students byname to come in front of the class and use them in sentences. If anyone can’t, givethe chance to the next student.Get some of the students to read the table aloud.

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Step fourWord study: Give your students time to read page 9 silently. Call them to choose thecorrect word from the box that match the definition and complete the sentence.Get the students to rewrite the sentences on their notebooks. Then, call some of themby name to read the completed sentences from their notebooks aloud. If anyone fails,give the chance to another student.

Exercise solution:

1. Demand: The need for something.The demand for soft drinks increases in hot weather.

2. Lied: To say something which is not true.The thief said that he has not taken the money, but he lied.

3. Remote: Far from people.Some people like to take holiday in remote places, away from towns and cities.

4. Nearly: Almost.It’s 12:59. It is nearly two o’clock.

5. Underground: Below the surface of the earth.Geologists and explorers look for sources of oil underground.

6. Unusable: Can not be used, useless.This washing-machine is so old and damaged that is unusable.

7. Sky: Space above our head when we are in the open air.It is good to see falcons flying high in the sky.

8. Power station: A building where electricity is produced.Many power station use oil for fuel.

9. Evaporate: To change from liquid into gas, to dry up.If you spill petrol on the ground, it quickly evaporates.

10. Purpose: A reason, a plan, something which a person intends to do.My whole family has come home for the purpose of attending my brother’s wedding.

(n) The space above our head when we arein the open air.It is good to see falcons fling high in the

7.

(n) the need for something.The for soft drinksincreases in hot weather.

1.

(v-reg.) to say something which isnot true.The thief said that he has not taken themoney but he.

2.

(adj) far from peopleSome people like to take holiday inplaces away from towns and cities.

3.

(adv) almost.It’s 12. 59. It’s one o’ clock.4.

(adv) below the surface of theearth.

Geologists and explorers look for sourcesof oil .

5.(adj) cannot be used.

This washing-machine is so old anddamaged that is . .

6.

(n) a building where electricity isproduced.Many use oil for fuel.

8.

(v-reg) to change from liquidinto gas: to dry up.If you spill petrol on the ground,it quickly .

9.

(n) a reason; a plan; somethingwhich a person intends to do.My whole family has come home for the

of attending my brother’swedding.

10..

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Call the students individually to come in front of the class. Tell them to choose aword from the box and write a sentence on the blackboard. If he/ she can’t, askanother student to do so.

Step fiveHomework: Ask your students to use the words on page nine of the book insentences and write them in their notebooks.

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Unit oneLesson six

Objectives of the unit are to:talk/discuss about health benefits of drinking water.know the meaning of new words and use them in sentences.review some grammatical points from previous grades. read a topic about water.learn grammatical issues such as; helping and main verbs.

Objectives of the lesson:At the end of this lesson students should be able to.

recall Yes/ No questions and use them in their daily speaking.recall how to ask about subject.

Pages: 10 – 11Period: (45) minutes.Teaching method: oral, visual, display, discussing, questions/answers and role play.Teaching materials: Blackboard, eraser, chalk.Teaching procedure: greetings, taking attendance, checking homework, connecting two lessons.Evaluation: questions and answers, oral, visual, display, etc.

Step oneSay to the students and get them to say back to you. However,the way of greetings to be varied to students in the class day by day like; Hello, Hi,Good morning and Good bye, etc.Write the date on the board, or you may call your students to do so.Take attendance of students in class and ask them if they have any problems.Ask the students something about their previous lesson to check their understandingof the topic and ask some of them for their homework.

Step twoEvaluation: Evaluate your students by asking some questions like:1. Who can use the words salty and drop in sentences?2. Who can say the meaning of remote and heat in English?

Brainstorming: In order to make your students concentrate on their lesson, start yourlesson by saying a joke, story related to lesson or by asking some questions like:1. Who can explain what type of questions are the Yes/ No questions?2. Who can state how many types of questions do we have in English grammar?

Step threeRevision: Before reading the revision part on page 10, ask your students about Yes/No questions. Then define them to the students.Yes/No questions are the type of questions which can convince the questionersjust with yes or no.For example:Do you speak English? Yes, I do.Is he watching TV? No, he is not.Have you seen Ahmad so far? No, I haven’t.Did you do your homework? Yes, I did.Was he at the mosque? Yes, he was.

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Ask some of your students to practice yes/no questions in pairs. One student asks aYes/ No question, and another student will answer.Read table one aloud and ask your students to listen carefully. Then, call some ofyour students to read it aloud.Before reading the table on page 10, define the question with preposition at the end.We use Wh questions to ask about the objects of prepositions. We usually putthe preposition at the end of a Wh question.For example:1. Who did you give your old computer to?2. What is he going to fill the hole with?3. What are you doing that for?4. Who does she look like?A preposition is usually placed before its object, but sometimes it follows it andit s often placed at the end;A. When the object is the relative pronoun “that” e.g.

1. Here is the watch that you asked for.2. That is the boy whom I was speaking for.

B. When the object is interrogative pronoun, e.g.1. What are you looking for?2. What are you thinking of?3. Which of these chairs did you sit on?

Read the sentences in the table 2 aloud and ask your students to listen carefully.Then, call some of your students to read it aloud.Read table 3 in page 11 aloud, and describe it to the students. Then, call some of thestudents to read it aloud.

When we ask about the subject of the sentence it is not necessary to use a helpingverb in the sentence.For example:How he entered the window?Where he went?

Call some of the students to come in front of the class and make WH-questions toask about subject of the sentences.

Step fourHomework: Ask your students to write ten WH- questions about the subject of thesentences. Tomorrow you should ask them to change their questions to answer.

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Unit oneLesson seven

Objectives of the unit are to:talk/discuss about health benefits of drinking water.know the meaning of new words and use them in sentences.review some grammatical points from previous grades. read a topic about water.learn grammatical issues such as; helping and main verbs.

Objectives of the lesson:At the end of this lesson students should be able to.

answer the questions about a private school.ask about missing words in sentences.know how to make WH- questions

Pages: 12 – 14Period: (45) minutes.Teaching method: oral, visual, display, discussing, questions/answers and role play.Teaching materials: Blackboard, eraser, chalk.Teaching procedure: greetings, taking attendance, checking homework, connecting two lessons.Evaluation: questions and answers, oral, visual, display, etc.

Step oneSay to the students and get them to say back to you. However,the way of greetings to be varied to students in the class day by day like; Hello, Hi,Good morning and Good bye, etc.Write the date on the board, or you may call your students to do so.Take attendance of students in class and ask them if they have any problems.Ask the students something about their previous lesson to check their understandingof the topic and ask some of them for their homework.

Step twoEvaluation: Evaluate your students by asking some questions like:1. Who can tell us about wh-questions when they ask about the object of the

sentences?2. Who can explain the rule of using preposition in the end of sentences?

Brainstorming: In order to make your students concentrate on their lesson, start yourlesson by saying a joke, story related to lesson or by asking some questions like:1. Who can explain what type of question is Yes/ No?2. Who can state how many types of question do we have?

Step threeReading: Call two or three of the students to read the passage about Hekmat’sPrivate School silently and underline the words which are difficult to pronounce andthey don’t know their meaning.Ask two or three students to read the passage aloud.Read the passage aloud and ask your students to listen carefully. Don’t translate it inDari or Pashto. Translation into Dari or Pashto should be used as a last resort. Thenonly to translate the words not the pattern.Write the difficult words on the blackboard. Pronounce them aloud and ask yourstudents to repeat them after you.

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Ask your students to read the question on page 13 of the book silently and give themshort answer.Ask some of the students the following questions in pairs. One of the student shouldread the question and another student should answer it.

Exercise solution:1. Did Hekmat establish a private school?

2. Was there an annual meeting in Hekmat’s school last week?

3. Is there a big library in the school?

4. Are the class-rooms of the school built spacious?

5. Do the teachers attend their classes regularly?

6. Have some of the schools become more popular?

7. Have some of the schools worked hard to get good reputation?

8. Have there been appointed more qualified teachers?

9. Are there more facilities in private schools?

10. Did the government formulate any laws for private schools?

11. Did Hekmat get any permit or license from the Ministry of Education for his

school?

12. Was the school of Hekmat established according to the rules and laws of the

country?

13. Were there a lot of students in Hekmat’s school?

14. Had Hekmat calculated the expenditures before establishing the school?

15. Has the school graduated a lot of students so far?

16. Should we be grateful to Hekmat for his services in the field of education?

Ask your students to read the sentences on page 14 silently and make questions forthe missing words in the sentences.Ask some of the students the following questions in pairs. One of the student shouldread the sentence and make the questions and another student should say the missinginformation. If anyone can’t do the job let other student do so.

Exercise solution:1. All the cities of Afghanistan have …

What do all the cities of Afghanistan have? / They have mosque.2. Smoking affects …

What smoking affects?3. Some Westerners suffers …

How some Westerners suffer?

Yes, he did.

Yes, it was.

Yes, there is.

Yes, they are.

Yes, they do.

Yes, they have.

Yes, there are.

Yes, it did.

Yes, he did.

Yes, it was.

Yes, he had.

Yes, it has.

Yes, we should.

Yes, there are.

Yes, they have.

Yes, they have.

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4. Tests are done …Where are the tests done?

5. Researchers have concluded …What have the researchers concluded?

6. The patient felt all the pain…When did the patients feel all the pain?

7. He is able to choose …What is he able to choose?

8. He is expected to arrive …When he is expected to arrive?

Step fourHomework: Ask your students to write a paragraph about uses of water in our dailylife.

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Unit twoLesson one

Objectives of the unit are to:talk/discuss about conservation.learn past perfect passive. read the topic about (CONSERVATION –AN-URGENT NEED)know the new words and use them in sentences.

Objectives of the lesson:At the end of this lesson students should be able to.

learn the correct meaning of conservation.know the value of protecting our society.

Page: 16Period: (45) minutes.Teaching method: oral, visual, display, discussing, questions/answers and role play.Teaching materials: Blackboard, eraser, chalk.Teaching procedure: greetings, taking attendance, checking homework, connecting two lessons.Evaluation: questions and answers, oral, visual, display, etc.Step one

Say to the students and get them to say back to you. However,the way of greetings to be varied to students in the class day by day like; Hello, Hi,Good morning and Good bye, etc.Write the date on the board, or you may call your students to do so.Take attendance of students in class and ask them if they have any problems.Ask the students something about their previous lesson to check their understandingof the topic and ask some of them for their homework.

Step twoEvaluation: Evaluate your students by asking some questions like:1. Who can talk about importance of water?2. Who can say how many kinds of helping verbs we have?

Brainstorming: In order to make your students concentrate on their lesson, start yourlesson by saying a joke, story related to lesson or by asking some questions like:1. Who can explain how we can protect our society.2. Is it right that we don’t feel responsible towards our social issues?

Step threeDiscussion: Before doing the discussion, ask some of the students to talk about theirresponsibilities towards the society. Then talk a few minutes about our society andour responsibility in our society.Write the title of the discussion on the blackboard (Conservation). Ask some of thestudents whether they know the meaning of it. If they couldn’t explain try to makethem know its meaning by saying some sentences about conversation. If theycouldn’t get its meaning from sentences, translate it.Call some of the students to talk about conservation. When they finished, get theother students to ask him/ her questions.Write the questions on page 16 on the blackboard. Call some of the students by nameto stand up. Read the question aloud and ask the students to answer it. If he/ shecouldn’t do the job, give the chance to another student.

Step fourHomework: Get your students to write a paragraph about conversation in theirnotebooks.

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Unit twoLesson two

Objectives of the unit are to:talk/discuss about conservation.learn past perfect passive. read the topic about (CONSERVATION –AN-URGENT NEED)know the new words and use them in sentences.

Objectives of the lesson:At the end of this lesson students should be able to:

to make conversation.know past perfect passive and use it in daily speaking and writing.

Page: 17Period: (45) minutes.Teaching method: oral, visual, display, discussing, questions/answers and role play.Teaching materials: Blackboard, eraser, chalk.Teaching procedure: greetings, taking attendance, checking homework, connecting two lessons.Evaluation: questions and answers, oral, visual, display, etc.

Step oneSay to the students and get them to say back to you. However,the way of greetings to be varied to students in the class day by day like; Hello, Hi,Good morning and Good bye, etc.Write the date on the board, or you may call your students to do so.Take attendance of students in class and ask them if they have any problems.Ask the students something about their previous lesson to check their understandingof the topic and ask some of them for their homework.

Step twoEvaluation: Evaluate your students by asking some questions like:1. Who can speak about our responsibilities in the society?2. Who can define and explain conservation?

Brainstorming: In order to make your students concentrate on their lesson, start yourlesson by saying a joke, story related to lesson or by asking some questions like:1. Who can define past perfect?2. Who can say what a passive voice is?

Step threeConversation practice: Call some of the students to read and practice theconversation in column A on page 17aloud. Help them in pronouncing some words.Don’t translate it in Dari or Pashto. Translation in Dari or Pashto should be used as alast resort. Then, only translate the word, not the pattern.Give your students time to read column B and C of page 3 with their seat partner andwrite a conversation like the one column A in their notebooks.Call some of the pairs to stand up and read the conversation they have just written.Divide your students in pairs. Call them to make a conversation like the once incolumn A, B and C.Ask two of the students who are volunteer to come in front of the class and make aconversation like the one in column A.

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Step fourGrammar: Before reading the grammar section on page 17, ask the students todefine past perfect tense and passive voice. Then, define past perfect tense and pastperfect passive voice.We use past perfect when we are describing an action with the past simple andwe want to refer to an action further in the past. Or we use the past perfect forearlier events that has already completed before another action in the past.Example:We went to his office, but he had left.Tariq didn’t have any money because he had spent it.We use passive voice sentences when the object of the sentence is moreimportant than subject.

Present simple passive voice: am/ is/ are + past participleActive: You place an order in the morning and they deliver your meal at 12 o’clock.Passive: An order is placed in the morning and your meal is delivered at 12 o’clock.

Present continuous passive voice: am/ is/ are + being + past participleActive: They are building a new school and creating two new roads for access.Passive: A new school is being built and two new roads are being created for

access.

Present perfect passive voice: have/ has + been + past participleActive: I’ve prepared the turkey and peeled the potatoes.Passive: The turkey has been prepared and the potatoes have been peeled.

Past simple passive voice: was/ were + past participleActive: Air Canada cancelled our flight and stranded us in Vancouver.Passive: Our flight was cancelled and we were stranded in Vancouver.

Past continuous passive voice: was/ were + being + past participleActive: They were cleaning the floor and washing the windows earlier today.Passive: the floor was being cleaned and the windows were being washed.

Past perfect passive voice: had + been + past participleActive: Everyone had warned me about the weather before I traveled to Salang.Passive: I had been warned about the weather before I traveled to Salang.

Call some of the students to come in front of the class. Ask one of the students towrite a sentence in simple present tense, next student should change it to simple past,another student should change it to present perfect and the last student should changeit to past perfect tense.Then, call some other students in pairs. One student should write a past perfect tenseand another one should change it to past perfect passive voice.Call some of the students by name to read the grammatical table aloud. Then, givethem time and ask them to write three past perfect passive in their notebooks. If astudent makes mistake, try to encourage him and tell him to notice how the otherstudent makes any sentences.

Step fiveHomework: Ask your students to write ten past perfect passive voice sentences intheir notebooks.

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Unit twoLesson three

Objectives of the unit are to:talk/discuss about conservation.learn past perfect passive. read the topic about (CONSERVATION –AN-URGENT NEED)know the new words and use them in sentences.

Objective of the lesson:At the end of this lesson students should be able to:

know tag questions and use it in daily speaking and writing.

Pages: 18 – 20Period: (45) minutes.Teaching method: oral, visual, display, discussing, questions/answers and role play.Teaching materials: Blackboard, eraser, chalk.Teaching procedure: greetings, taking attendance, checking homework, connecting two lessons.Evaluation: questions and answers, oral, visual, display, etc.

Step oneSay to the students and get them to say back to you. However,the way of greetings to be varied to students in the class day by day like; Hello, Hi,Good morning and Good bye, etc.Write the date on the board, or you may call your students to do so.Take attendance of students in class and ask them if they have any problems.Ask the students something about their previous lesson to check their understandingof the topic and ask some of them for their homework.

Step twoEvaluation: Evaluate your students by asking some questions like:2. Who can define past perfect tense?3. Who can say when the passive voice sentences are used?

Brainstorming: In order to make your students concentrate on their lesson, start yourlesson by saying a joke, story related to lesson or by asking some questions like:1. Who can say when we use tag question for?2. Who can say the rules of adding tag question?

Step threeGrammar: Before reading the grammatical table, ask some of the students if theyhave remembered the definition and rules of adding tag questions. Then define tagquestions.We use tag question for getting the factual information we are not sure about.When the sentence is in the positive the tag is negative and when the sentence isnegative statement the tag is positive.For example:His father is an engineer, isn’t he?His father is not an engineer, is he?I am a student, aren’t I? (exception)They speak English fluently, don’t they?They didn’t travel to Japan, did they?

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Read the grammatical chart aloud and ask your students to listen carefully. Then, callsome of your students to read the table aloud.Call some of your students in pairs to come in front of the class. One student shouldwrite a sentence and another student add a tag question to it. If anyone fails in doingthe job, ask another student to do so.Get your students to read the sentences on page 19 of the book silently, and make asentence for each situation given with had been, and write them in their notebooks.

Exercise solution:

Make some of the students in pairs. Tell one of the students to read the situation andget another student to read the sentence. If anyone fails in doing the job, give thechance to the next student to do so.Ask your students to read the sentences in part B on page 19 and 20 of the booksilently. Tell them to complete the sentences and add correct tag questions, and writethem in their notebooks.Call some of the students in pairs. One student should read the sentence and adds atag question, and another student should answer it. If anyone fails, call the nextstudents to do so.

Exercise solution

1. You went into a bakery to buy some bread.However, there was no bread. What hadhappened to it? (sell).

2. Your car was very dirty when you left it in the carpark. When you came back after shopping, it waslike new. What had happened to it? (clean).

3. You left your house this morning and you saw adead cat in the road. What had happened to it?(kill).

4. When you went to school yesterday morning,there was a hole in the road. When you returnedafter school, it wasn’t there. What happened to it?(mend).

5. When the headmaster left the school at 1:30 allthe lights were on. When he returned at 7:00 a.m.there were no lights on. What had happened tothem? (switch off).

It had been sold.

It had been cleaned.

It had been killed.

It had been mended.

They had been switched off.

Answers

1. … knocked at the door, …?(a) You knocked at the door, didn’t you?

(b) Yes, I did.

2. … broke his wrist, …?(a) He broke his wrist, didn’t he?(b) Yes, he did.

.3. … flew to Herat, …?(a) They flew to Heart, didn’t they?

(b) No, they didn’t.4. … rang the wrong bell, …?(a) I rag the wrong bell, didn’t I?(b) Yes, you did.

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Step fourHomework: Ask your students to write a paragraph about protecting animals.

5. … did his homework, …?(a) He did his homework, didn’t he?(b) No, he didn’t.

6. … ate the cake, …?(a) You didn’t eat the cake, did you?(b) Yes, I did.

7. … spent all his money, …?(a) He spent all his money, didn’t he?(b) No, he didn’t.

8. … cut her finger, …?(a) She cut her finger, didn’t she?(b) Yes, she did.

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Unit twoLesson four

Objectives of the unit are to:talk/discuss about conservation.learn past perfect passive. read the topic about (CONSERVATION –AN-URGENT NEED)know the new words and use them in sentences.

Objective of the lesson:At the end of this lesson students should be able to:

know tag questions and use it in daily speaking and writing.

Pages: 21 – 23Period: (45) minutes.Teaching method: oral, visual, display, discussing, questions/answers and role play.Teaching materials: Blackboard, eraser, chalk.Teaching procedure: greetings, taking attendance, checking homework, connecting two lessons.Evaluation: questions and answers, oral, visual, display, etc.

Step oneSay to the students and get them to say back to you. However,the way of greetings to be varied to students in the class day by day like; Hello, Hi,Good morning and Good bye, etc.Write the date on the board, or you may call your students to do so.Take attendance of students in class and ask them if they have any problems.Ask the students something about their previous lesson to check their understandingof the topic and ask some of them for their homework.

Step twoEvaluation: Evaluate your students by asking some questions like:1. Who can say what a tag question is?2. Who can tell us when we use passive sentences?

Brainstorming: In order to make your students concentrate on their lesson, start yourlesson by saying a joke, story related to lesson or by asking some questions like:1. Who can explain the importance of wild life and jungles?2. Why is it important to protect wild life and jungles?

Step threeReading: Give the students time to read the passage about the Conservation – AnUrgent Need silently and underline the words which are difficult for them topronounce and don’t know their meanings.Read the passage aloud and ask the students to listen to it carefully, and notice thereading position, how you read and pronounce the words. Don’t translate it in Dari orPashto. Translation in Dari or Pashto should be use as a last resort. Then, onlytranslate the words not the whole patterns.Ask your students the words they don’t know and it is difficult for them to pronouncethem. Write the words on the blackboard. Pronounce them aloud and ask them torepeat the words after you. Try to teach the meaning of new words by using them indifferent sentences. If they couldn’t understand, translate them only the word not thepattern.

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Call some of the students to read the passage paragraph by paragraph. For example,one student reads the first paragraph, next students reads the second third paragraphaloud. Continue the process until the whole passage is read once or twice.Give your students time to read passage again silently and check the sentences onpage 23 true T or false F.

Exercise solution

T or F? Line(s)1. There are about 1.7 million animal and plant species on our

planet.

2. Man is causing the extinction of about 36, 500 species every tenyears.

Man will cause an extinction of an average of 100 animal andplant species every day.

3. Hunting for whales is an example of hunting which is tooefficient.

4. The main reason why many animals are becoming extinct ispollution.

5. One reason for deforestation is that people want wood for fuel.

The people are cutting down their forests in order to create moreland for agriculture.

6. Fertilizers and pesticides can be made from wild plants.

7. One reason to the problem is to re-introduce species which havealready disappeared.

We cannot re-introduce the species which have alreadydisappeared.

Call some of the students individually to read the sentences aloud and say whetherthe sentences are true or false. If anyone fails in doing the job, call the other studentto do so.

Step fourHomework: Ask your students to write a paragraph about how we can protect wildlife.

T 4

F 12

T 20

T 31

F 40

T 74

F 78

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Unit twoLesson five

Objectives of the unit are to:talk/discuss about conservation.learn past perfect passive. read the topic about (CONSERVATION –AN-URGENT NEED)know the new words and use them in sentences.

Objective of the lesson:At the end of this lesson students should be able to:

know the meanings of new words and use them in their daily speaking an writing.

Pages: 24 – 25Period: (45) minutes.Teaching method: oral, visual, display, discussing, questions/answers and role play.Teaching materials: Blackboard, eraser, chalk.Teaching procedure: greetings, taking attendance, checking homework, connecting two lessons.Evaluation: questions and answers, oral, visual, display, etc.

Step oneSay to the students and get them to say back to you. However,the way of greetings to be varied to students in the class day by day like; Hello, Hi,Good morning and Good bye, etc.Write the date on the board, or you may call your students to do so.Take attendance of students in class and ask them if they have any problems.Ask the students something about their previous lesson to check their understandingof the topic and ask some of them for their homework.

Step twoEvaluation: Evaluate your students by asking some questions like:1. Who can explain what does conservation mean?2. How can we protect wild life?

Brainstorming: In order to make your students concentrate on their lesson, start yourlesson by saying a joke, story related to lesson or by asking some questions like:1. Who can say the importance of wild life and jungles?2. Why is it important to protect wild life and jungles?

Step threeWord study: Read the words and their meaning on page 24 aloud and ask yourstudents to listen carefully. Don’t translate them in Dari or Pashto. Translation inDari or Pashto should be used as a last resort. Then, only translate the word, not thewhole pattern.Write the bolded words on page 24 on the blackboard. Call some of the students byname to come in front of the class and use them in sentences. If anyone can’t do thejob or use them in sentences, give the chance to the next student.Get some of the students to read the table aloud.

Step fourWord study: Write the letters en and er on the blackboard. Tell your students thatboth letters are prefixes. Define prefix to them clearly.

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Prefix is a letter or group of letters added to the beginning of a word to changeits meaning, such as un, en, de, in, re, etc.In the word “deforestation” (de) is a prefix, and in the word “endanger” (en) is aprefix; both the prefixes changed the meanings of the word to the negative or tothe opposite, or turn back and introduce something again.Example:Un + happy = unhappyIn + correct = in correctim + possible = impossibleRe + read = rereadAsk your students to read the passage on page 21 and 22 and find out the wordsbeginning with en or er. Then write them in their notebook and use them insentences.Call some of the students individually to come in front of the class and write onesentence for each prefix on the blackboard. If anyone fails, call the next students todo so.Ask your students to read the sentences below the table on page 25 silently andcomplete them with suitable words given on the table.Call some of the students individually to read the sentences aloud. If anyone fails,give the chance to another student to do so.

Exercise solution

1. No one wants to see this extinction of any of the earth’s animals.

2. Afghanistan built most of its highways at a very fast rate between 2004 and 2009.

3. Most governments are interested in the conservation of the environment.

4. The African elephant is one species. Another is the Indian elephant.

5. The fourth planet from the sun is called Mars.

6. Most part of Canada and Russia is covered by forest.

7. Friba: What was the source of the newspaper’s information about Akram Osman?

Shabnam: They say the story comes from Akram Osman himself.

8. Many animals and plants will face extinction if we do not look after our environment.

9. What do you mean to do about he problem?

10.In some houses, the garden is visible from the living-room.

11.You cannot put tropical fish into cold northern lake.

They need warmer water.

12. This message is urgent Mr. Smith must receive it immediately.

Step fiveHomework: Get your students to use the words in the table on page 25 in sentencesand write them in their notebooks.

conservationforestratetropicalextinctionmeansourceurgent

faceplanetspeciesvisible

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Unit twoLesson six

Objectives of the unit are to:talk/discuss about conservation.learn past perfect passive. read the topic about (CONSERVATION –AN-URGENT NEED)know the new words and use them in sentences.

Objectives of the lesson:At the end of this lesson students should be able to:

know tag questions and use them in their English speaking and writing.know the usage of passive voice.

Pages: 26 – 28Period: (45) minutes.Teaching method: oral, visual, display, discussing, questions/answers and role play.Teaching materials: Blackboard, eraser, chalk.Teaching procedure: greetings, taking attendance, checking homework, connecting two lessons.Evaluation: questions and answers, oral, visual, display, etc.

Step oneSay to the students and get them to say back to you. However,the way of greetings to be varied to students in the class day by day like; Hello, Hi,Good morning and Good bye, etc.Write the date on the board, or you may call your students to do so.Take attendance of students in class and ask them if they have any problems.Ask the students something about their previous lesson to check their understandingof the topic and ask some of them for their homework.

Step twoEvaluation: Evaluate your students by asking some questions like:1. Who can use the words forest and deforest in sentences?2. What do conservation and extinction mean?

Brainstorming: In order to make your students concentrate on their lesson, start yourlesson by saying a joke, story related to lesson or by asking some questions like:1. Who can define a tag question and use it in sentence?2. Who can explain why we use the passive voice sentences?

Step threeRevision: Before reading the table 1, 2 and 3 on page 26, ask your student fordefinitions and examples of tag questions and passives. For example, ask one of thestudents to define tag question and give example, if he couldn’t do the job, call thenext students to do so. Then, ask another student for definition of passive voice andgive examples. Briefly, describe the tag questions and passive voice.Call some of the students by name to read the tables aloud. Give your students time to read the situations on page 27 and 28 silently and writethem two sentences for each in their notebooks by using present perfect and presentperfect continuous tenses.

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Call some them individually to read the sentences. First ask them to read thesituation, then the sentences he/she has written about it. If anyone makes mistake,give the chance to other students to do the job correctly.

Exercise solution:A. Tamim turned on the TV two hours ago. He is watching

the third program now.

1. He has been watching TV for two hours.

2. He has watched two programs.

B. You are learning English. You started nine years ago.

You are using your ninth English book.

1. You have been studying English for nine years.

2. You have studied eight English books.

C. This poacher is shooting a deer. He started shooting

elephants five years ago. This is his one –hundredth

elephant.

1. He has been shooting elephants for five years.

2. He has shot ninety-nine elephants.

D. The journey from Kabul to Mazar-e-Sharif is 440 km.

Omer started driving one hour ago. He has just arrived in

Parwan.

1. He has been driving for one hour.

2. He has drove 65 km.

E. Layla started the washing-machine an hour ago. There

are now ten clean pants in the cupboard.

1. She has been washing for an hour.

2. She has washed ten pants.

F. Captain Abdullah is Ariana’s airline pilot. He started

flying for Afghanistan twenty years ago.

1. He has been flying for Ariana Airline for twenty years.

2. He has flown different airplanes.

Step fourHomework: Ask your students to write a paragraph about how we can protect wildlife.

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Unit threeLesson one

Objectives of the unit are to:talk/discuss about aviation and its history.know the new words and use them in sentences. read a topic about long distance transportation.learn grammatical issues (past continuous tens) with exercises.

Objectives of the lesson:At the end of this lesson students should be able to:

know the meaning of transportation.to discuss and talk about transportation.

Page: 30Period: (45) minutes.Teaching method: oral, visual, display, discussing, questions/answers and role play.Teaching materials: Blackboard, eraser, chalk.Teaching procedure: greetings, taking attendance, checking homework, connecting two lessons.Evaluation: questions and answers, oral, visual, display, etc.

Step oneSay to the students and get them to say back to you. However,the way of greetings to be varied to students in the class day by day like; Hello, Hi,Good morning and Good bye, etc.Write the date on the board, or you may call your students to do so.Take attendance of students in class and ask them if they have any problems.Ask the students something about their previous lesson to check their understandingof the topic and ask some of them for their homework.

Step twoEvaluation: Evaluate your students by asking some questions like:1. Who can define past perfect and give example?2. Who can explain the reasons of using tag questions?

Brainstorming: In order to make your students concentrate on their lesson, start yourlesson by saying a joke, story related to lesson or by asking some questions like:1. Who can define tag question and use it in a sentence?2. Who can tell us the reasons of using passive sentence?

Step threeDiscussion: Before discussing about transportation, write the title of the discussion(Transportation) on the blackboard and ask your students the meaning of it.Call some of your students to come in front of the class to talk about system oftransportation, its advantages and disadvantages. When the student finished talking,get the other students to ask him question, refuse his weak points of view and givethem stronger opinions.Give your students time to read the questions in part A of page 30 silently and thinkabout their answers. Then, read the questions aloud and call some of the students byname to answer them and give opinion accordingly. If he/she can’t answer thequestions, give the chance to other students.

Exercise solution1. How long did old men dream of flying in the air?

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Men dreamed of air flying around 400 BC.2. Where was the first bird shaped flying device made?The first bird shaped flying device was made in Greek.3. When did the first commercial flight take place?The first commercial flight took place between the United State and Canada in 1919.4. What was the biggest commercial aircraft until 2005?The biggest commercial aircraft until 2005 was Boeing 747 which is supposed byAirbus A380.5. How old is Ariana Afghan Airline?Ariana Afghan Airline is around sixty years old.6. How many private airlines are there in Afghanistan?There are four private airlines in Afghanistan such as, Ariana, Pamir, Safi and KamAir.

Call your students to read the questions in part B of page 30 silently and think of theiranswers. Then, call some of the students in pairs to ask and answer question. Forexample one student reads the question and another student answers.

Step fourHomework: Ask your students to write a paragraph about advantages anddisadvantages of Air travel.

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Unit threeLesson two

Objectives of the unit are to:talk/discuss about aviation and its history.know the new words and use them in sentences. read a topic about long distance transportation.learn grammatical issues (past continuous tens) with exercises.

Objectives of the lesson:At the end of this lesson students should be able to:

talk about transportation and its historical background.practice the conversation

Pages: 31 – 32Period: (45) minutes.Teaching method: oral, visual, display, discussing, questions/answers and role play.Teaching materials: Blackboard, eraser, chalk.Teaching procedure: greetings, taking attendance, checking homework, connecting two lessons.Evaluation: questions and answers, oral, visual, display, etc.

Step oneSay to the students and get them to say back to you. However,the way of greetings to be varied to students in the class day by day like; Hello, Hi,Good morning and Good bye, etc.Write the date on the board, or you may call your students to do so.Take attendance of students in class and ask them if they have any problems.Ask the students something about their previous lesson to check their understandingof the topic and ask some of them for their homework.

Step twoEvaluation: Evaluate your students by asking some questions like:1. Who can define transportation?2. Who can explain the historical background of Aviation?

Brainstorming: In order to make your students concentrate on their lesson, start yourlesson by saying a joke, story related to lesson or by asking some questions like:1. Who can talk about the local transportation?2. How many kinds of transportation do you use in your provinces?

Step threeConversation practice: Call some of the students to read and practice theconversation in column A on page 31 aloud. Help them in pronouncing some difficultwords. Don’t translate it in Dari or Pashto. Translation in Dari or Pashto should beused as a last resort. Then, only translate the word, not the pattern.Give your students time to read column B and C on page 31 with their seat partner,and write a conversation like the one in column A in their notebooks.Call some of the pairs to stand up and read the conversation they have just written.Divide your students in pairs. Call them to make a conversation like the once incolumn A, B and C.Then, call the pairs to come in front of the class and practice the conversation aloud.At the end of the conversation ask your students the following questions.

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Step fourGrammar: Before reading page 32, ask the students to define of tag question andillustrate it in an example. Then, explain it to the students and write some sentenceson the blackboard and call some of them to come and add tag questions to thesentences.Tag questions (tag question) are short forms of questions added afterstatements. We usually use a positive statement + negative tag or a negativestatement + positive tag.For example:1. We are late, aren’t we? 2. Mothers really love their children, don’t they?3. I can’t win, can I? 4. You haven’t studied at all, have you?In tag questions, we use a pronoun that matches the subject of the sentence anda verb that matches the main verb auxiliary.For example:You haven’t talked to Nader since he moved to Khost, have you?The evidence showed he was guilty, didn’t it?We use modals in tags after imperative for requests and proposals.For example:Don’t say anything, will you?Pass me that knife, could you?Lets’ leave, shall we?We use a positive tag after a positive sentence when we want to confirminformation, often after repeating what a previous speaker said.For example:That’s your new car, is it?So, the students are planning a protest, are they?That is your father, is he?Note:We use a positive tag with “they” after ‘no one’ or ‘nobody’.For example:Nobody likes it, do they?No one comes here, do they?Call some of your students to read the tables by turn aloud. Then, call some of themin pairs to come in front of the class. One of them writes a sentence and another oneshould add a question tag. If anyone fails in doing the job, give the chance to otherstudents to do so.

Step fiveHomework: Ask your students to write a paragraph about benefits of transportation.

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Unit threeLesson three

Objectives of the unit are to:talk/discuss about aviation and its history.know the new words and use them in sentences. read a topic about long distance transportation.learn grammatical issues (past continuous tens) with exercises.

Objective of the lesson:At the end of this lesson students should be able to:

know past continuous tense and use it in their daily English speaking and writing.

Pages: 33 – 35Period: (45) minutes.Teaching method: oral, visual, display, discussing, questions/answers and role play.Teaching materials: Blackboard, eraser, chalk.Teaching procedure: greetings, taking attendance, checking homework, connecting two lessons.Evaluation: questions and answers, oral, visual, display, etc.

Step oneSay to the students and get them to say back to you. However,the way of greetings to be varied to students in the class day by day like; Hello, Hi,Good morning and Good bye, etc.Write the date on the board, or you may call your students to do so.Take attendance of students in class and ask them if they have any problems.Ask the students something about their previous lesson to check their understandingof the topic and ask some of them for their homework.

Step twoEvaluation: Evaluate your students by asking some questions like:1. Who can define tag question?2. Who can say what kind of question is tag question?

Brainstorming: In order to make your students concentrate on their lesson, start yourlesson by saying a joke, story related to lesson or by asking some questions like:1. Who can define present and past continuous tenses?2. Who can tell us what action is called progressive action?

Step threeGrammar: Before reading the grammatical table on page 33, ask your students todefine present and past continuous tense and illustrate them in examples. Define pastcontinuous tense for them.Past continuous tense: We use past continuous to describe actions that are inprogress at a specific time in the past.For example:We were hoping you might have a free moment.They were doing their assignment when we arrived.We weren’t playing card when our dad entered the room.He was watching TV while we were doing our assignment.She was washing the dishes when I called her.

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Call some of your students in pairs to come in front of the class. One student shouldwrite a sentence in present continuous and another student should change it to pastcontinuous tense. If anyone fails in performing the task, call the next students to do it.Call some of your students to read the grammatical table aloud. Help them inpronouncing difficult words. Don’t translate it in Dari or Pashto. Translation in Darior Pashto should be used as a last resort. Then, only to translate the word, not thewhole pattern.

Step fourGrammar: Ask your students to read words and phrases given on page 34 and 35silently, use them in sentences and write them in their notebooks. Then, call some ofthem in pairs to ask and answer questions. One student reads the sentence and adds atag question and another student answers it. If anyone fails to answer it give thechance to another student to do the task.

Exercise solution2. … live in an apartment ……………..?

(c) You don’t live in an apartment, do you?

(d) No, we don’t.

3. … smoke, ……………?

(a) He doesn’t smoke, does he?

(b) No, he doesn’t’.

4. … work, ………………?

(a) It works well, doesn’t it?

(b) No, it doesn’t.

5. … go to our school, …………………….?

(a) They go to our school, don’t they?

(b) No, they don’t.

6. … taste good, ……………………………?

(a) It doesn’t taste good, does it?

(b) No, it doesn’t.

7. … like football, …………………………..?

(a) He likes football, doesn’t he?

(b) No, he doesn’t.

8. … drink coffee, …………………………..?

(a) She drinks coffee, doesn’t she?

(b) No, she doesn’t.

1. … last long, ……………..?

(a) That program doesn’t last long, does it?

(b) No, it doesn’t.

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Ask your students to read each situation silently and answer the question in theirnotebooks. Then call some of them individually to read the situation aloud andanswer the question. If anyone couldn’t answer it, give the chance to another studentto answer it. Be careful that the student should answer the question in verb ing.

Exercise solution

1. You watched a TV program last night. In the middle of it, the phone rang.What were you doing when the phone rang?

Answer: I was watching a TV program.

2. Hamid waited at the bus stop this morning. After five minutes, Ramish joined him.What was Hamid doing when Ramish joined him?He was waiting for the bus.

3. Frishta began to eat her soup. Then she found an insect in it. She threw the soup away. Whatwas she doing when she found the insect?She was eating her soup.

4. Akbar was writing a letter. His friend called him.What was Akbar doing when his friend called him?He was writing a letter.

5. Friba opened her notebook and began to do her homework. Then the bulb in her readinglamp broke. What was she doing when the bulb broke?She was doing her homework when the bulb broke.

Step fiveHomework: Ask your students to write a paragraph with past continuous tense.

9. … speak German, ……………?

(c) You don’t speak German, do you?

(d) No, I don’t.

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Unit threeLesson four

Objectives of the unit are to:talk/discuss about aviation and its history.know the new words and use them in sentences. read a topic about long distance transportation.learn grammatical issues (past continuous tens) with exercises.

Objective of the lesson:At the end of this lesson students should be able to:

talk about different kinds of transportation.

Page: 36Period: (45) minutes.Teaching method: oral, visual, display, discussing, questions/answers and role play.Teaching materials: Blackboard, eraser, chalk.Teaching procedure: greetings, taking attendance, checking homework, connecting two lessons.Evaluation: questions and answers, oral, visual, display, etc.

Step oneSay to the students and get them to say back to you. However,the way of greetings to be varied to students in the class day by day like; Hello, Hi,Good morning and Good bye, etc.Write the date on the board, or you may call your students to do so.Take attendance of students in class and ask them if they have any problems.Ask the students something about their previous lesson to check their understandingof the topic and ask some of them for their homework.

Step twoEvaluation: Evaluate your students by asking some questions like:1. Who can define tag question?2. Who can define past continuous tense and give an example?

Brainstorming: In order to make your students concentrate on their lesson, start yourlesson by saying a joke, story related to lesson or by asking some questions like:1. Who gives the meaning of transportation?2. Who can tell us what kind of transportation is more comfortable?

Step threeReading: Give the students time to read the passage about “Long DistanceTransport” silently and underline the words which are difficult for them to pronounceand understand their meanings.Read the passage aloud and ask the students to listen carefully and notice how youread and pronounce the words. Don’t translate it in Dari or Pashto. Translation inDari or Pashto should be used as a last resort. Then, only translate the words not thewhole patterns.Ask your students for the words they don’t know and the words which are difficult topronounce for them. Write the words on the blackboard. Pronounce them aloud andask them to repeat after you. Try to teach the meaning of new words by using them indifferent sentences. If they can’t understand, translate them only the word not thepattern.

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Call some of the students to read the passage paragraph by paragraph. For example,one student reads the first paragraph, and the next student reads the second paragraphaloud and the process to be continued until the passage is finished.Ask your students to read the passage once more and find the answer for thecomprehensive questions given below. Then, call some of the students in pairs. Onestudent should read the question and another student should answer it.

Step fourHomework: Ask your students to write a paragraph comparing moderntransportation and old transportation systems.

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Unit threeLesson five

Objectives of the unit are to:talk/discuss about aviation and its history.know the new words and use them in sentences. read a topic about long distance transportation.learn grammatical issues (past continuous tens) with exercises.

Objective of the lesson:At the end of this lesson students should be able to:

know the meaning of new words and use them in their daily English speaking and writing.

Pages: 37 – 38Period: (45) minutes.Teaching method: oral, visual, display, discussing, questions/answers and role play.Teaching materials: Blackboard, eraser, chalk.Teaching procedure: greetings, taking attendance, checking homework, connecting two lessons.Evaluation: questions and answers, oral, visual, display, etc.

Step oneSay to the students and get them to say back to you. However,the way of greetings to be varied to students in the class day by day like; Hello, Hi,Good morning and Good bye, etc.Write the date on the board, or you may call your students to do so.Take attendance of students in class and ask them if they have any problems.Ask the students something about their previous lesson to check their understandingof the topic and ask some of them for their homework.

Step twoEvaluation: Evaluate your students by asking some questions like:1. Who can say a few sentences about advantages of the modern transportation?2. Who can say a few sentences about disadvantages of the modern transportation?

Brainstorming: In order to concentrate your students’ attention to their lesson, startyour lesson by saying a joke, story related to lesson or by asking some questions like:1. Who can translate the words acquired and rest and use them in sentences?2. What is the importance of knowing more words?

Step threeWord study: Read the words and their meanings on page 37 aloud and ask yourstudents to listen carefully. Don’t translate them in Dari or Pashto. Translation inDari or Pashto should be used as a last resort. Then, only translate the word, not thewhole pattern.Write the bolded words on page 37 on the blackboard. Call some of the students byname to come in front of the class and use them in sentences. If anyone can’t do thejob, give the chance to the next student to try it.Get some of the students to read the table aloud.

Step fourWord study: Give your students time to read the paragraph written on page 38silently and complete them the given words. Then, call some of them individually to

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read the paragraph sentence by sentence. If anyone fails to read it clearly, give thechance to another student to do so.Ask one or two students to read the whole paragraph aloud. Let the students to askyou the meaning of new and difficult words. Write the words on the blackboard. Askthe student whether they know the meaning of the words in English and use them itsentences. Don’t translate them in Dari or Pashto. Try to teach them the meaning ofthe words of new words by using them in variety of sentences. If they don’tunderstand the meaning from the sentences, then translate them in local language.

Exercise solution

Step fiveHomework: ask your students to use the words on page 38 in sentences and writethem in their notebooks.

Last week, I travelled to Kabul from Herat in the southern

region; I took a taxi to the airport.

The taxi fare was 100 Afs. I flew on the one of the biggest and newest

wide-bodied planes: Aryana. (Afghanistan has acquired five different

types of aircraft). After we took on, the flight attendant brought us a

drink of orange juice and something to eat. Then I was able to rest for

most of the journey. The one-hour flight was very enjoyable. I had a

good time. The car journey took seven hours, so I was able to save six

hours. When I arrived, I was met by an offical from the Ministry of

Education.

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Unit threeLesson six

Objectives of the unit are to:talk/discuss about aviation and its history.know the new words and use them in sentences. read a topic about long distance transportation.learn grammatical issues (past continuous tens) with exercises.

Objective of the lesson:At the end of this lesson students should be able to:

know tag questions and past continuous tense and use them in their speaking and writing.

Pages: 39 – 40Period: (45) minutes.Teaching method: oral, visual, display, discussing, questions/answers and role play.Teaching materials: Blackboard, eraser, chalk.Teaching procedure: greetings, taking attendance, checking homework, connecting two lessons.Evaluation: questions and answers, oral, visual, display, etc.

Step oneSay to the students and get them to say back to you. However,the way of greetings to be varied to students in the class day by day like; Hello, Hi,Good morning and Good bye, etc.Write the date on the board, or you may call your students to do so.Take attendance of students in class and ask them if they have any problems.Ask the students something about their previous lesson to check their understandingof the topic and ask some of them for their homework.

Step twoEvaluation: Evaluate your students by asking some questions like:1. Who can use the words flight attendant and rest in sentences?

Brainstorming: In order to make your students concentrate on their lesson, start yourlesson by saying a joke, story related to lesson or by asking some questions like:1. Who can define tag question and show it in a sentence?2. Who can tell us that what kind of active past continuous tense indicates?

Step threeRevision: Before reading the tables for tag question and past continuous tense, asksome of the students to come in front of the class. Ask one of the students to definetag question or past continuous tense, and another student should write a sentence onthe blackboard. Then ask another student about the sentence on the blackboardwhether it has a tag question or it is a past continuous tense sentence. If anyonecouldn’t do the job, give the chance to another student to answer it.Ask some of the students to read the table aloud.Read the situation on page 40 aloud and ask your students to listen carefully. Thencall some of them to read the situation aloud.Divide the students in pairs, mostly with their seat partners. Tell them to read thequestion below the situation and answer them in their note-books. Then, ask some ofthe pairs to come in front of the class. Ask one of the students to ask each personquestions separately. If the answers were different the pair is guilty and it has brokenthe window.

Step fourHomework: Ask your students to write a situation which was happened to them intheir own life.

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Unit fourLesson one

Objectives of the unit are to:know the way of explaining of Ramadan to a foreigner.talk/discuss about Ramadan month.know the new words and use them in sentences.read a topic about the Holy Month of Ramadan.learn grammatical issues such as; present and past tenses.

Objective of the lesson:At the end of this lesson students should be able to:

discuss and talk about the Month of Ramadan.

Page: 42Period: (45) minutes.Teaching method: oral, visual, display, discussing, questions/answers and role play.Teaching materials: Blackboard, eraser, chalk.Teaching procedure: greetings, taking attendance, checking homework, connecting two lessons.Evaluation: questions and answers, oral, visual, display, etc.

Step oneSay to the students and get them to say back to you. However,the way of greetings to be varied to students in the class day by day like; Hello, Hi,Good morning and Good bye, etc.Write the date on the board, or you may call your students to do so.Take attendance of students in class and ask them if they have any problems.Ask the students something about their previous lesson to check their understandingof the topic and ask some of them for their homework.

Step twoEvaluation: Evaluate your students by asking some questions like:1. Who can talk about an important situation which occurred to him/her in his/ her

life?

Brainstorming: In order to make your students concentrate on their lesson, start yourlesson by saying a joke, story related to lesson or by asking some questions like:1. Who can say what Ramadan means?2. Who can tell us why Muslims take fast?

Step threeDiscussion: Write the title of the discussion on the blackboard (Ramadan). Then,start your discussions with asking some questions about Ramadan from the students,such: Do you take fast? Why do you take fast? Is it obligation to take fast in theMonth of Ramadan?

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Call some of the students by turn to come in front of the class. Ask them to talk aboutthe fast of Ramadan, and its advantages. While he/she finished talking about, getother students to ask him/her questions, whether they are agree the ideas or give theiropinion about it.Write the questions written in part A on page 42 on the blackboard and ask themseparately from the students.Call some of the students to come in front of the class and talk about the celebrationafter the last day of Ramadan. Ask them how they celebrate the Eid days. Where dothey go? What do they do? At the end of the discussion, ask them to talk what aforeigner want to know about the Month of Ramadan.

Step fourHomework: Ask your students to write a paragraph about Ramadan.

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Unit fourLesson two

Objectives of the unit are to:know the way of explaining of Ramadan to a foreigner.talk/discuss about Ramadan month.know the new words and use them in sentences.read a topic about the Holy Month of Ramadan.learn grammatical issues such as; present and past tenses.

Objective of the lesson:At the end of this lesson students should be able to:

make conversation about Ramadan with each other.Page: 43Period: (45) minutes.Teaching method: oral, visual, display, discussing, questions/answers and role play.Teaching materials: Blackboard, eraser, chalk.Teaching procedure: greetings, taking attendance, checking homework, connecting two lessons.Evaluation: questions and answers, oral, visual, display, etc.

Step oneSay to the students and get them to say back to you. However,the way of greetings to be varied to students in the class day by day like; Hello, Hi,Good morning and Good bye, etc.Write the date on the board, or you may call your students to do so.Take attendance of students in class and ask them if they have any problems.Ask the students something about their previous lesson to check their understandingof the topic and ask some of them for their homework.

Step twoEvaluation: Evaluate your students by asking some questions like:1. Who can tell us what Ramadan means?2. Who can explain the procedure of taking fast?

Brainstorming: In order to make your students concentrate on their lesson, start yourlesson by saying a joke, story related to lesson or by asking some questions like:1. Who can say how long Ramadan lasts?2. Who can tell us the advantages of Ramadan?

Step three

Conversation practice: Call some of the students to read and practice theconversation in column A on page 3 aloud. Help them in pronouncing some words.Don’t translate it in Dari or Pashto. Translation in Dari or Pashto should be used as alast resort. Then, only translate the word, not the pattern.Give your students time to read column B and C of page 43 with their seat partnerand write a conversation like the one in column A in their notebooks.Call some of the pairs to stand up and read the conversation they have just written.Divide your students in pairs. Call them to make a conversation like the once incolumn A, B and C. Then, call some of the pairs to come in front of the class andpractice their conversation.

Step fourHomework: Ask your students to write a paragraph about the advantages of thefasting in Ramadan.

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Unit fourLesson three

Objectives of the unit are to:know the way of explaining of Ramadan to a foreigner.talk/discuss about Ramadan month.know the new words and use them in sentences.read a topic about the Holy Month of Ramadan.learn grammatical issues such as; present and past tenses.

Objective of the lesson:At the end of this lesson students should be able to:

know the different uses of tag questions and practice them in their daily English speaking.

Pages: 44 – 46Period: (45) minutes.Teaching method: oral, visual, display, discussing, questions/answers and role play.Teaching materials: Blackboard, eraser, chalk.Teaching procedure: greetings, taking attendance, checking homework, connecting two lessons.Evaluation: questions and answers, oral, visual, display, etc.

Step oneSay to the students and get them to say back to you. However,the way of greetings to be varied to students in the class day by day like; Hello, Hi,Good morning and Good bye, etc.Write the date on the board, or you may call your students to do so.Take attendance of students in class and ask them if they have any problems.Ask the students something about their previous lesson to check their understandingof the topic and ask some of them for their homework.

Step twoEvaluation: Evaluate your students by asking some questions like:1. Who can say how long the Month of Ramadan lasts?2. Who is forbidden from taking fast?

Brainstorming: In order to make your students concentrate on their lesson, start yourlesson by saying a joke, story related to lesson or by asking some questions like:1. Who can state the rules for adding tag questions?2. Who can explain the situation if the sentence is positive what will the tag question

be?

Step threeGrammar: Before reading the grammatical tables on pages 44 and 45, write somesentences on the blackboard, and call some of your students to read the sentencesaloud, and add them tag questions. Then, ask a few others to define the tag questionand explain the rules of adding tag questions in statements.Call one or two of the students to read part A in the first grammatical table on pages44 aloud. Then, call some of them to read the sentences in part B of the table aloud,and add tag questions. If anyone couldn’t do the job, call the next students to performit.

Exercise solution:1. They attend this school, don’t they?

2. He wants an ice cream, doesn’t he?

3. You have a bicycle, don’t you?

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Ask two or three of the students to read the sentences in part A of the secondgrammatical table on page 44 aloud. Then, call some of them to read the sentences inpart B aloud and add a tag. If anyone couldn’t do the job, call the next students to doit.

Exercise solution1. They don’t eat fish, do they?

2. He doesn’t come from suburb, does he?

3. You don’t have a bicycle, do you?

Call one or two of the students to read part A in the first grammatical table on pages45 aloud. Then, call some of them to read the sentences in part B of the table aloudand add question tag. If anyone couldn’t do the job, call the next students to do it.

Exercise solution1. They bought a house, didn’t they?

2. He wanted an ice cream, didn’t he?

3. You went to Ramadan’s Umrah, didn’t you?Ask two or three of the students to read the sentences in part A of the secondgrammatical table on page 45 aloud. Then, call some of them to read the sentences inpart B aloud and add a tag. If anyone couldn’t do the job, call the next students to doit.

Exercise solution1. They didn’t do their homework, did they?

2. She didn’t come here on Friday, did she?

3. You didn’t fly to school, did you?

Step fourGrammar: Give your students time to read the sentences on page 46 silently. Tellthem to write the sentences in their notebooks, and add them tag questions and giveanswer to them.Call some of the students in pairs. One student should read the sentence and tagquestion and another student answers. If anyone couldn’t do the job, give the chanceto another student to do it.

Exercise solution

1. Baryalai plays football every Thursday afternoon.Baryalay plays football every Thursday afternoon, doesn’t he?Yes, he does.

2. They didn’t go to the United States last year.They didn’t go to the United States last year, did they? Yes, they did.

3. Ajmal wrote to his pen-friend last week.Ajmal wrote to his pen-friend last week, didn’t he? Yes, he did.

4. Ali and his brother don’t speak English.Ali and his brother don’t speak English, do they? Yes, they do.

5. You helped your father last night.You helped your father last night, didn’t you? No, I didn’t.

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6. You didn’t do your homework.You didn’t do your homework, did you? No, I didn’t.

7. We don’t have an English lesson on Thursday.We don’t have an English lesson on Thursday, do we? Yes, I do.

8. He lives in Afghanistan.He lives in Afghanistan, doesn’t he? No, he doesn’t.

9. She didn’t make that cake herself.She didn’t make that cake herself, did she? No, she didn’t.

10. I passed that test.I passed that test, did I? Yes, you did.

Step fiveHomework: Ask your student to write ten different sentences with tag questions intheir notebooks and give answers to them.

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Unit fourLesson four

Objectives of the unit are to:know the way of explaining of Ramadan to a foreigner.talk/discuss about Ramadan month.know the new words and use them in sentences.read a topic about the Holy Month of Ramadan.learn grammatical issues such as; present and past tenses.

Objective of the lesson:At the end of this lesson students should be able to:

know about the Holy Month of Ramadan and practice the reading.

Pages: 47– 48Period: (45) minutes.Teaching method: oral, visual, display, discussing, questions/answers and role play.Teaching materials: Blackboard, eraser, chalk.Teaching procedure: greetings, taking attendance, checking homework, connecting two lessons.Evaluation: questions and answers, oral, visual, display, etc.

Step oneSay to the students and get them to say back to you. However,the way of greetings to be varied to students in the class day by day like; Hello, Hi,Good morning and Good bye, etc.Write the date on the board, or you may call your students to do so.Take attendance of students in class and ask them if they have any problems.Ask the students something about their previous lesson to check their understandingof the topic and ask some of them for their homework.

Step twoEvaluation: Evaluate your students by asking some questions like:1. Who can explain the main propose of the tag question and what a tag question is?

Brainstorming: In order to make your students concentrate on their lesson, start yourlesson by saying a joke, story related to lesson or by asking some questions like:1. Who can name the five believes (pillars) of Islam?2. Who can tell us about the people who are excused from the fasting?

Step threeReading: Give the students time to read the passage about the Holy Month ofRamadan silently and underline the words which are difficult for them to pronounceor they don’t know their meanings.Read the passage aloud and ask the students to listen carefully and notice how youread and pronounce the words. Don’t translate it in Dari or Pashto. Translation inDari or Pashto should be use as a last resort. Then, only translate the words not thewhole patterns.Ask your students for the words they don’t know and are difficult for them topronounce them. Write the words on the blackboard. Pronounce them aloud and askthe students to repeat them after you. Try to tell the students the meaning of newwords by using them in different sentences. If they couldn’t understand the meaningof the words, translate them only the word not the whole pattern.

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Call some of the students to read the passage paragraph by paragraph. For example,one student to read the first paragraph, the next student should read the second, andthe third one to read the third paragraph aloud. Continue the process until the wholepassage is read once or twice.Give your students time to read the passage silently and give every paragraph a titleand write it in part A on page 48 of the book. Then, call some of the studentsindividually to read the title of the paragraph aloud.

Exercise solution

Paragraph 1: The five pillars of Islam

Paragraph 2: Month of Ramadan

Paragraph 3: Ramadan’s custom

Paragraph 4: The great night/ The special night

Paragraph 5: Eid celebration

Give your students time again to read the passage silently and write T or F whetherthe sentence is true or false as well as line number.

Exercise solution

T or F? Line (s)

1. The five beliefs of Islam are often called “The five Tower of Islam”.

They are called the fine pillars of Islam.

2. Fasting strengthens a person.

3. Old and sick people are excused from fasting but travelers are not.

Some people (children for example) are excused from fasting.

4. People break their fast at sunrise.

People break their fast at sunset.

5. We do not know the exact date of LailatulQadr.

Step fourHomework: Ask your students to write a paragraph about Lailatul Qadr

F 1

T

F 17

F 10

T 26

12

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Unit fourLesson five

Objectives of the unit are to:know the way of explaining of Ramadan to a foreigner.talk/discuss about Ramadan month.know the new words and use them in sentences.read a topic about the Holy Month of Ramadan.learn grammatical issues such as; present and past tenses.

Objective of the lesson:At the end of this lesson students should be able to:

know the meanings of new words and use them in their daily English speaking and writing.

Pages: 49– 50Period: (45) minutes.Teaching method: oral, visual, display, discussing, questions/answers and role play.Teaching materials: Blackboard, eraser, chalk.Teaching procedure: greetings, taking attendance, checking homework, connecting two lessons.Evaluation: questions and answers, oral, visual, display, etc.

Step oneSay to the students and get them to say back to you. However,the way of greetings to be varied to students in the class day by day like; Hello, Hi,Good morning and Good bye, etc.Write the date on the board, or you may call your students to do so.Take attendance of students in class and ask them if they have any problems.Ask the students something about their previous lesson to check their understandingof the topic and ask some of them for their homework.

Step twoEvaluation: Evaluate your students by asking some questions like:1. Who can tell us the fine pillars of Islam, and what is the rank of the Fast in

Ramadan there?2. Who can tell us what do Muslims do during the Ramadan’s days?

Brainstorming: In order to make your students concentrate on their lesson, start yourlesson by saying a joke, story related to lesson or by asking some questions like:1. Who can explain the meanings of the words “nurse and equal” and use them in

sentences?

Step threeWord study: Read the words and their meanings on page 49 aloud and ask yourstudents to listen carefully. Don’t translate them in Dari or Pashto. Translation inDari or Pashto should be used as a last resort. Then, only translate the word, not thewhole pattern.Write the bolded words on page 49 on the blackboard. Call some of the students byname to come in front of the class and use the words in sentences. If anyone can’t dothat, given the chance to the next student to perform the job. Then, get some of thestudents to read the table aloud.

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Step fourWord study: Ask your students to read the words on the table and boxes on page 50silently. Ask them to put the words in the table next to their related words in theboxes.Call some of the students by name to come in front of the class and write the wordsfrom the table and its related words from the boxes on the blackboard. If anyone can’tdo the job, give the chance to another student to do it.

Exercise solution

Step fiveHomework: Ask your student to use the words in the table on page 50 in sentencesand write them in their notebooks.

Celebration

Thread

Cannon

Nurse

Equal

Sleepy

Income

Reveal

set

Fast

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Unit fourLesson six

Objectives of the unit are to:know the way of explaining of Ramadan to a foreigner.talk/discuss about Ramadan month.know the new words and use them in sentences.read a topic about the Holy Month of Ramadan.learn grammatical issues such as; present and past tenses.

Objective of the lesson:At the end of this lesson students should be able to:

know articles and use them in their verbal and writing English correctly.

Page: 51Period: (45) minutes.Teaching method: oral, visual, display, discussing, questions/answers and role play.Teaching materials: Blackboard, eraser, chalk.Teaching procedure: greetings, taking attendance, checking homework, connecting two lessons.Evaluation: questions and answers, oral, visual, display, etc.

Step oneSay to the students and get them to say back to you. However,the way of greetings to be varied to students in the class day by day like; Hello, Hi,Good morning and Good bye, etc.Write the date on the board, or you may call your students to do so.Take attendance of students in class and ask them if they have any problems.Ask the students something about their previous lesson to check their understandingof the topic and ask some of them for their homework.

Step twoEvaluation: Evaluate your students by asking some questions like:1. Who can explain the words “show, noisy and thread” and use them in sentences?

Brainstorming: In order to make your students concentrate on their lesson, start yourlesson by saying a joke, story related to lesson or by asking some questions like:1. Who can explain the kinds of articles?2. Who can say the usage of indefinite articles?

Step threeRevision: Before reading the grammatical tables on page 51, write two or threesentences with the definite and indefinite articles on the blackboard. Call some of thestudents to come in front of the class and explain the article to the class. Then, getsome of the students if they can define articles and explain them to his/herclassmates. After that you have to define and explain articles to them briefly.ArticlesWe use the definite article “the” with singular and plural nouns,For example:1. The names of the authors of the books on the top shelf begin with the letter ‘A”.2. Could you pass the book, please?3. I saw the boy who played an interesting music yesterday.

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We use the indefinite articles “a/ an” with singular nouns. Choosing a or andepends on the first sound, not the letter of the word. We use a before consonantsounds and an before vowel sounds.For example;1. Have a banana!2. Is this a one way – street?3. Write a ‘U’ then a ‘P’.4. Have an apple!5. He has an honest face.Call some of your students to read the first two tables on page 51 aloud. Then, givethem time to read the third table silently and fill the blanks with correct article.Call some of the students to read table 3 aloud and say what goes to the blank space.If he/ she fails give the chance to another student to do so.

Exercise solution

Step fourHomework: Ask your students to describe five pillars Islam in a paragraph and writeit in their notebooks.

Write a, an, the or nothing.Scrambled Eggs

To make scrambled eggs for one person, you need two eggs and some milk.First, you break the eggs into a pan and beat them with a wooden spoon. Then youpour the milk into the pan.You can also add salt and pepper if you wish. Next, put the pan on the cooker and heatthe eggs and milk slowly. You must stir the mixture with a wooden spoon as it cooks.When the scrambled eggs are ready, serve them on a warm plate with a piece of breadand butter.

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Unit fiveLesson one

Objectives of the unit are to:talk/discuss about Earth and its neighbors.review the simple present tense (active and passive). read a topic about Earth Planet.know the new words and use them in sentences.

Objective of the lesson:At the end of this lesson students should be able to:

talk and discuss about earth and its neighbors.

Page: 53Period: (45) minutes.Teaching method: oral, visual, display, discussing, questions/answers and role play.Teaching materials: Blackboard, eraser, chalk.Teaching procedure: greetings, taking attendance, checking homework, connecting two lessons.Evaluation: questions and answers, oral, visual, display, etc.

Step oneSay to the students and get them to say back to you. However,the way of greetings to be varied to students in the class day by day like; Hello, Hi,Good morning and Good bye, etc.Write the date on the board, or you may call your students to do so.Take attendance of students in class and ask them if they have any problems.Ask the students something about their previous lesson to check their understandingof the topic and ask some of them for their homework.

Step twoEvaluation: Evaluate your students by asking some questions like:1. Who can define definite and indefinite article?2. How many articles do we have in English?

Brainstorming: In order to make your students concentrate on their lesson, start yourlesson by saying a joke, story related to lesson or by asking some questions like:1. Who can say how many planets there are in our galaxy?2. Who can name the ninth planet?3. In which planet do we live?

Step threeDiscussion: Before reading the questions, write the title of discussion on theblackboard (Earth and its Neighbors). Divide the class in four groups. Tell eachgroup to talk for five minutes about it. Tell them to choose a representative to comein front of the class and talk about the title aloud. While he/ she finished talking, getother students to ask him/her questions, refuse ideas and give reasons.Write the questions on page 53 on the blackboard. Call some of the students by nameto stand up. Read the questions aloud and ask them to answer the questions. If he/shecouldn’t do the job, give the chance to another student to do it.

Exercise solution1. Answer the following questions as you discussed:a. Are light from stars and light from planets the same?

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No, stars have their own light, but planets take their light from sun and other stars.b. What is a galaxy?

A galaxy is a huge group of stars and planets extending over millions of miles.2. Try to find answers for these questions.a. Does the moon reflect light?No, it doesn’t. It reflects the light of sun.

b. What does a satellite do?A satellite is an object which has been sent into space in order to collect informationor to be part of a communications system. Satellites move continually round the earthor other planets.c. Is the sun a star?Yes, it is.

d. Does a star radiate or reflect light?Yes, it does.e. Why are stars not as bright as the moon?Because, stars million miles away from our planet.f. Are there billions of stars in our galaxy?Yes, there are.g. How many galaxies are there in the universe?There are millions of galaxies in the universe.h. Can we see the other galaxies?No, we can’t.

Step fourHomework: Ask your students to write a paragraph about our galaxy.

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Unit fiveLesson two

Objectives of the unit are to:talk/discuss about Earth and its neighbors.review the simple present tense (active and passive). read a topic about Earth Planet.know the new words and use them in sentences.

Objective of the lesson:At the end of this lesson students should be able to:

talk and converse about earth and galaxy.

Pages: 54 – 55Period: (45) minutes.Teaching method: oral, visual, display, discussing, questions/answers and role play.Teaching materials: Blackboard, eraser, chalk.Teaching procedure: greetings, taking attendance, checking homework, connecting two lessons.Evaluation: questions and answers, oral, visual, display, etc.

Step oneSay to the students and get them to say back to you. However,the way of greetings to be varied to students in the class day by day like; Hello, Hi,Good morning and Good bye, etc.Write the date on the board, or you may call your students to do so.Take attendance of students in class and ask them if they have any problems.Ask the students something about their previous lesson to check their understandingof the topic and ask some of them for their homework.

Step twoEvaluation: Evaluate your students by asking some questions like:1. Who can say how many galaxies there are in the universe?2. How many planets can you name in English?

Brainstorming: In order to make your students concentrate on their lesson, start yourlesson by saying a joke, story related to lesson or by asking some questions like:1. Who can talk a few minutes about earth?2. Who can say what the earth is made of?

Step threeConversation practice: Call some of the students to read and practice theconversation in column A on page 54 aloud. Help them in pronouncing some of theword. Don’t translate it in Dari or Pashto. Translation in Dari or Pashto should beused as a last resort. Then, only translate the word, not the pattern.Give your students time to read column B and C on page 54 with their seat partner,and write a conversation like the one in column A in their notebooks.Call some of the pairs to stand up and read the conversation they have just written.Divide your students in pairs. Call them to make a conversation like the once incolumn A, B and C.Ask two of the students to voluntary come in front of the class and make aconversation like the one in column A.

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Step fourConversation: Ask your students to read the question in part A on page 55 silentlyand answer them in their notebooks. Then, call them in pairs. One student shouldread the question and another student should answer it.

Exercise solution

1. Do planets radiate their own light?

No, they don’t.

2. Does the moon reflect light?

No, it doesn’t

3. What does a satellite do?

A satellite collects information and sends it to the earth.

4. Is the sun a star?

Yes, it is.

5. Does a star reflect or radiate light?

Yes, it does.

6. Why are stars not as bright as the moon?

Because they are far away from our planet.

7. Are there billions of stars in our galaxy?

Yes, there are.

8. How many galaxies are there in the universe?

There are millions of galaxies.

Give your students time to read the conversation in part B from page 55 and completethem. Then, call some of them in pairs to practice it aloud. If anyone fails in doingthe job, give the chance to another student to do it.

Exercise solution1. A: Do planets radiate light?

B: No, they don’t.A: Does a planet reflect light?B: Yes, it does.

2. A: Are there billions of stars in our galaxy?B: Yes, there are.A: Is there only one galaxy in the universe?B: No, there are many.There are millions of galaxies in the universe.

Step fiveHomework: Ask your students to write a paragraph about nine planets.

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Unit fiveLesson three

Objectives of the unit are to:talk/discuss about Earth and its neighbors.review the simple present tense (active and passive). read a topic about Earth Planet.know the new words and use them in sentences.

Objective of the lesson:At the end of this lesson students should be able to:

consider simple present tense and use it in their daily speaking and writing.

Pages: 56 – 58Period: (45) minutes.Teaching method: oral, visual, display, discussing, questions/answers and role play.Teaching materials: Blackboard, eraser, chalk.Teaching procedure: greetings, taking attendance, checking homework, connecting two lessons.Evaluation: questions and answers, oral, visual, display, etc.

Step oneSay to the students and get them to say back to you. However,the way of greetings to be varied to students in the class day by day like; Hello, Hi,Good morning and Good bye, etc.Write the date on the board, or you may call your students to do so.Take attendance of students in class and ask them if they have any problems.Ask the students something about their previous lesson to check their understandingof the topic and ask some of them for their homework.

Step twoEvaluation: Evaluate your students by the asking some questions like:1. Who can talk a few minutes about earth?2. Who can say what is the earth made of?

Brainstorming: In order to concentrate your students’ attention to their lesson, startyour lesson by saying a joke, story related to lesson or by asking some questions like:1. Who can explain simple present tense?2. Who can explain the use of passive in sentences?

Step threeGrammar: Before reading the grammatical tables, ask your student if they canexplain simple present tense, and say the difference between active voice and passivevoice sentences.Simple present tenseWe use simple present tense for permanent situations and things that aregenerally true.For example:1. Lions live in deserts and jungles.2. They have very strong legs and paws.3. They feed on other animals’ meat.4. It rains more in spring.5. Birds don’t sing at night.6. Do women live longer than men?

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We also use simple present tense for habits, things that happen regularly withverbs that describe current states and in informal reports or instruction.

For example:1. I bite my nails.2. Does he usually wear black shirt with white suit?3. He smokes cigars.4. Her parents go to Jalalabad every spring.5. The babies love chocolates.6. He owns his house.7. It says here the strike is over.

ActiveWe use an active verb to say what the subject does and a passive verb to saywhat happens to the subjects.

For example:1. After the accident, someone called the police and they arrested the drunk driver.

After the accident, the police were called and the drunk driver was arrested.2. He teaches the boys.

The boys are taught by him.

We use the object of an active verb as the subject of a passive verb. We can’tmake passives from intransitive verbs.

For example:1. We clean the table and wash the dishes.

The table is cleaned and the dishes are washed.2. Ahmad came late.

Note: Ahmad was come late.

The passive verb has two parts. We use a form of the verb be + past participle.For example:You have to rewrite the first paragraph.The first paragraph has to be rewritten.We can use a by – phrase after the passive verb to say who or what causes theaction.

For example:1. My car was repaired by Shams.2. Some roads are blocked by polices.

Write a few active sentences on the blackboard and ask some of your students tocome in front of the class and change them to passive.Call some of your students to read the tables on page 56 aloud.Give your students a few minutes time to read the sentences in part A on page 57silently and change the noun from singular to plural. Mention them, that when thenouns become plural the verbs should match them. Then, call some of the students toread the sentences aloud. If anyone couldn’t do the job, give the chance to anotherstudent to do it.

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Exercise solution

Give your students a few minutes time to read the sentences in part B on page 57silently and put the verbs in their correct form. Then, call some of them individuallyto read the sentences. If anyone couldn’t do the job, give the chance to anotherstudent to do it.

Exercise solution

Give your students a few minutes time to read the sentences in part C on page 57silently and change them to negative. Then, call some of them individually to read thesentences. If anyone couldn’t do the work properly, give the chance to anotherstudent do it.

Exercise solution

A.In the following sentences, the bolded words are singular.Rewrite the sentences making the bolded words plural e.g.a planet is a singular and its plural is planets. Change theverb if necessary.

1. Planets reflect light.2. Stars radiate light.3. Satellites don’t orbit stars.4. There are planets in the solar system.5. Do planets orbit stars?

B.Write the following sentences again; Put the verbs into thecorrect form.

1. I (am) at school.2. I (am) interested in stars..3. Our sun (is) a star.4. Galaxies (are) large groups of stars.5. We (are) not able to see other galaxies?

C. Make the following sentences negative.

1. A planet is not a star2. A planet doesn’t radiate light3. Stars don’t reflect light.4. Venus doesn’t have a moon.5. There is not a planet between Earth and Mars.

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Give your students time to read the sentences in part D on page 58 silently andchange them to passive. Then, ask some of them individually to read the passivesentences aloud. If anyone can’t, give the chance to anther students.

Exercise solution

Give your students time to read the sentences in part E on page 58 silently andchange them into questions. Then, ask them one by one to read their questions.

Step fourHomework: Ask your students to write a paragraph about satellite in theirnotebooks.

D. Make these sentences passive.1. Light is reflected by planets.

2. Planets are orbited by satellites.

3. Lights are not reflected by stars.

4. Universe is studied by the scientists.

5. Is light radiated by stars.

E. Make these sentences into questions. Expect the answer in

brackets.

1. Do stars reflect light?

2. Do stars radiate light?

3. Do planets radiate light?

4. Is there only one star in the solar system?

5. Are there people on venus.

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Unit fiveLesson four

Objectives of the unit are to:talk/discuss about Earth and its neighbors.review the simple present tense (active and passive). read a topic about Earth Planet.know the new words and use them in sentences.

Objective of the lesson:At the end of this lesson students should be able to:

get information about the Earth and strengthen their vocabulary.

Pages: 59 – 61Period: (45) minutes.Teaching method: oral, visual, display, discussing, questions/answers and role play.Teaching materials: Blackboard, eraser, chalk.Teaching procedure: greetings, taking attendance, checking homework, connecting two lessons.Evaluation: questions and answers, oral, visual, display, etc.

Step oneSay to the students and get them to say back to you. However,the way of greetings to be varied to students in the class day by day like; Hello, Hi,Good morning and Good bye, etc.Write the date on the board, or you may call your students to do so.Take attendance of students in class and ask them if they have any problems.Ask the students something about their previous lesson to check their understandingof the topic and ask some of them for their homework.

Step twoEvaluation: Evaluate your students by asking some questions like:1. Who can explain what a passive voice sentence is?2. Who can state what kind of verb we use in passive sentences?

Brainstorming: In order to make your students concentrate on their lesson, start yourlesson by saying a joke, story related to lesson or by asking some questions like:1. Who can say what earth looks like?2. Who can name the nearest and farthest planet to sun?

Step threeReading: Read the text written about the Earth Planet aloud and ask your students tolisten carefully.Ask your students to read the text silently and underline the words they don’t know.Then, try to teach them the meaning of the words by saying and using the words invarious sentences. Don’t translate it in Dari or Pashto. Translation in Dari or Pashtoshould be used as a last resort. Then, only translate the word not the whole pattern.Call some of the students to read the text, paragraph by paragraph aloud. Note thedifficult words and when they finished reading, pronounce them aloud and ask thestudents to repeat them after you.Call them to read the text once again silently. Then, call two or three student to talkabout it.

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Ask your students to read the sentences on page 61 silently. Tell them to put a T inthe box, if the sentence is true and F if it is wrong as well as the line number in thenext box and write the correct sentence if the sentence is false.Call some of the students to read the sentences aloud and write T or F to knowwhether the sentence is true or falls you should also write its line number. If it is falsetell the others the correct sentences. If anyone make mistake, give the chance to thenext student.

Exercise solution:

T or F? Line(s)

1. Mars is about half as big as Earth.

2. The average temperature on Earth is 23o.The average temperature on Earth is 12o.

3. Earth is the only planet with an atmosphere.There are some other planets that have atmosphere.

4. Earth’s crust moves.

5. Life may exist on other planets.Life may not exist on any other planets on our solar system.

Step fourHomework: Ask your students to write a paragraph about the life in the earth.

T 9

F 34

F 21

T 51

F 58

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Unit fiveLesson five

Objectives of the unit are to:talk/discuss about Earth and its neighbors.review the simple present tense (active and passive). read a topic about Earth Planet.know the new words and use them in sentences.

Objective of the lesson:At the end of this lesson students should be able to:

know the meaning of new words and use them in their daily speaking and writing.

Pages: 62 – 63Period: (45) minutes.Teaching method: oral, visual, display, discussing, questions/answers and role play.Teaching materials: Blackboard, eraser, chalk.Teaching procedure: greetings, taking attendance, checking homework, connecting two lessons.Evaluation: questions and answers, oral, visual, display, etc.

Step oneSay to the students and get them to say back to you. However,the way of greetings to be varied to students in the class day by day like; Hello, Hi,Good morning and Good bye, etc.Write the date on the board, or you may call your students to do so.Take attendance of students in class and ask them if they have any problems.Ask the students something about their previous lesson to check their understandingof the topic and ask some of them for their homework.

Step twoEvaluation: Evaluate your students by asking some questions like:1. Who can say the average temperature on the earth?2. Who can tell us what is the atmosphere made of?

Brainstorming: In order to make your students concentrate on their lesson, start yourlesson by saying a joke, story related to lesson or by asking some questions like:1. Who can use the word reflect and lack in sentences?

Step threeWord study: Read the words and their meanings on page 62 aloud and ask yourstudents to listen to you carefully. Don’t translate them in Dari or Pashto. Translationin Dari or Pashto should be used as a last resort. Then, only translate the word, notthe whole pattern.Write the bolded words on page 24 on the blackboard. Call some of the students byname to come in front of the class and use them in sentences. If anyone can’t, givethe chance to the next student to do it.Get some of the students to read the table aloud.

Step fourWord study: Ask your students to read the sentences on page 63 silently andcomplete them with the given words. Then, call some of the students by name to readthe sentences aloud. If anyone feels difficulties, give the chance to another student todo the task.

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Exercise solution

Step fiveHomework: Ask your students to use the words in the word study section on page 63in sentences and write them in their notebooks.

Choose the correct words from the box and write them in the blank spaces below.

Then copy the sentences in your notebooks.

1. If you heat ice, it melts.

2. The Earth’s surface is its hemisphere part.

3. The sun is radiator in the Solar System. It is only star.

4. Friba did not write the last word. Her sentence was not completed.

5. We can see ourselves in a mirror because it reflects light.

6. A nurse is a person who cares for sick patients.

7. My brother eats almost nothing. He exists on 1,000 calories a day.

8. People used to tell the time by the spins of the sun.

9. There is more nitrogen in Earth’s atmosphere than any other gases.

10. On Earth, most water is in the southern angle.

11. There is only one star in the solar system.

12. Climbers often need extra oxygen on very high mountains.

13. In space, there is a lack of air. So planes cannot fly there.

14. It is easier to hit a solid object than a moving one.

15. The sun is over 90 million miles away from Earth.

angle lack of oxygen spins

cares from melts radiator stationary

complete million reflects unique

exists nitrogen soft universal

hemisphere outer Solar System vertical

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Unit fiveLesson six

Objectives of the unit are to:talk/discuss about Earth and its neighbors.review the simple present tense (active and passive). read a topic about Earth Planet.know the new words and use them in sentences.

Objective of the lesson:At the end of this lesson students should be able to:

know indirect question and use them in their daily speaking and writing.

Page: 64Period: (45) minutes.Teaching method: oral, visual, display, discussing, questions/answers and role play.Teaching materials: Blackboard, eraser, chalk.Teaching procedure: greetings, taking attendance, checking homework, connecting two lessons.Evaluation: questions and answers, oral, visual, display, etc.

Step oneSay to the students and get them to say back to you. However,the way of greetings to be varied to students in the class day by day like; Hello, Hi,Good morning and Good bye, etc.Write the date on the board, or you may call your students to do so.Take attendance of students in class and ask them if they have any problems.Ask the students something about their previous lesson to check their understandingof the topic and ask some of them for their homework.

Step twoEvaluation: Evaluate your students by asking some questions like:1. Who can explain the words “complete and soft” and use them in sentences?

Brainstorming: In order to make your students concentrate on their lesson, start yourlesson by saying a joke, story related to lesson or by asking some questions like:1. Who can define us direct and indirect speech?2. Who can report this sentence?

“I will come.” Hamid told me.

Step threeRevision: Before doing the revision, ask your students if they can explain direct andindirect speech. First write some affirmative sentences on the blackboards and asksome of the students if they can report them. Then, explain direct and indirectspeeches to the students clearly, and write some examples various forms of sentenceson the blackboard.

We can report the exact words of what someone says by repeating the originalwords of the speaker (He said, “I am sorry.”). This is called direct speech. Whenwe don’t need or want to repeat the actual word of the speaker, we can useindirect speech (He said that he was sorry.) or a summary report (Heapologized). This is called indirect speech.We usually put direct speech in quotation marks after a reporting verb such asreply or say.

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He said, “I need a pen.”They said, ‘They will participate in test.”Quotation marks are (inverted commas) or double commas in AmericanEnglish.We can also put the reporting verb with its subject after direct speech or in themiddle of two parts of the direct speech. That is called split quotation.For example:“I am a student” said Nader.“That is too late,” he said. “Well, that is just too bad,” she told him and put thephone down.“Hi,” he began. “It is me again. I was wondering.” He continued, “If we couldstart over.”Indirect questionWe use indirect question when we report what was asked. We don’t use questionword order or a question mark in indirect question. We begin indirect Yes/ Noquestions with if or whether and WH words themselves.

For example:1. Do you teach Karate? I asked him if he taught Karate.

2. Why did you start the program? He asked me why she (had) started the program.

3. Is this an umbrella or a weapon?I asked whether it was an umbrella or a weapon.

4. What do you mean?She asked me what I meant.

Ask two or three of the students to read the first grammatical table on page 64 aloud.Then, give them time to read the sentences in the second table and combine them inone sentence in their notebooks. After that, call some of them individually, first thesingle sentences and then the combined one. If anyone makes mistake, encourage himand give the chance to next students to do it.

Exercise solution

At each number below, combine the two sentences.1. Does life exist on other planets? Do you think?

Do you think if life exists on other planets?2. What is the date? Do you know?

Do you know what the date is?3. What is the difference between Solar and Gregorian dates? Can you explain?

Can you explain what the difference between Solar and Gregorian date is?4. What does junk food mean? Can you tell me?

Can you tell me what the junk food means?5. What are modern houses made of? Tell me.

Tell me what are modern houses made of?6. How do CFCs destroy the ozone layer? Do you understand?

Do you understand how CFCs destroys the ozone layer?7. Where does gold come from? The map helps to explain.

The map helps to explain where gold comes from?8. Is water still sold by water sellers? Do you know?

Do you know if water still sold by water sellers?9. Are dates grown here? Can you remember?

Can you remember if dates grown here?

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Unit sixLesson one

Objectives of the unit are to:talk/discuss about Internet.review the present perfect tense.read a topic about Explore the new world on the Internet.know the new words and use them in sentences.learn more about present perfect tense.

Objective of the lesson:At the end of this lesson students should be able to:

talk and discuss about internet and its advantages and disadvantages.

Page: 66Period: (45) minutes.Teaching method: oral, visual, display, discussing, questions/answers and role play.Teaching materials: Blackboard, eraser, chalk.Teaching procedure: greetings, taking attendance, checking homework, connecting two lessons.Evaluation: questions and answers, oral, visual, display, etc.

Step oneSay to the students and get them to say back to you. However,the way of greetings to be varied to students in the class day by day like; Hello, Hi,Good morning and Good bye, etc.Write the date on the board, or you may call your students to do so.Take attendance of students in class and ask them if they have any problems.Ask the students something about their previous lesson to check their understandingof the topic and ask some of them for their homework.

Step twoEvaluation: Evaluate your students by asking some questions like:1. Who can explain indirect question?2. What are the rules of reporting questions?

Brainstorming: In order to make your students concentrate on their lesson, start yourlesson by saying a joke, story related to lesson or by asking some questions like:1. Who can tell us what computer and internet are for?2. Have you ever used computer?

Step threeDiscussion: Before reading the related part belonging to discussion, write the title ofdiscussion on the blackboard (The Wonderful World of The Web). Divide the class in four groups. Tell each group to talk for five minutes aboutadvantages and disadvantages of internet and computer as well as their definition,inventor and the field we can use them. Tell them to choose a representative to comein front of the class, and talk about their importance aloud addressing whole class.When he/she finished talking, get other students to ask him/her question, refuse ideasand give reasons. At the end, you have to talk a few minutes about them and advisethe students to use internet in the right way and select useful programs for the usefuland positive purposes.Give your students time to read the sentences in the table on page 66 silently and tickthe points they would like to use or wouldn’t use. Then, call some of them by turn to

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read the sentences they have ticked and give reasons for them, why they use them ornot use them.

Exercise solution for number 3a. What is internet?

Internet is an international computer network connection other networks and computers from

companies, universities, etc.

b. Who was the inventor of internet?

c. Generally, where can we use internet?

We can use internet for any purposes, such as: researching, downloading books, music,

pictures, films, find encyclopedias, chat and call, use libraries, find jobs, find information,

etc.

Step fourHomework: Ask your students to go to internet and find out information aboutEducation in Afghanistan.

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Unit sixLesson two

Objectives of the unit are to:talk/discuss about Internet.review the present perfect tense.read a topic about Explore the new world on the Internet.know the new words and use them in sentences.learn more about present perfect tense.

Objective of the lesson:At the end of this lesson students should be able to:

make conversation about internet and its advantages and disadvantages.

Page: 67Period: (45) minutes.Teaching method: oral, visual, display, discussing, questions/answers and role play.Teaching materials: Blackboard, eraser, chalk.Teaching procedure: greetings, taking attendance, checking homework, connecting two lessons.Evaluation: questions and answers, oral, visual, display, etc.

Step oneSay to the students and get them to say back to you. However,the way of greetings to be varied to students in the class day by day like; Hello, Hi,Good morning and Good bye, etc.Write the date on the board, or you may call your students to do so.Take attendance of students in class and ask them if they have any problems.Ask the students something about their previous lesson to check their understandingof the topic and ask some of them for their homework.

Step twoEvaluation: Evaluate your students by asking some questions like:1. Who can tell us the advantages of computer?

Brainstorming: In order to make your students concentrate on their lesson, start yourlesson by saying a joke, story related to lesson or by asking some questions like:1. Who can tell us the disadvantages of internet?

Step threeConversation practice: Call some of the students to read and practice theconversation in column A on page 67 aloud. Help them in pronouncing some words.Don’t translate it in Dari or Pashto. Translation in Dari or Pashto should be used as alast resort. Then, only translate the word, not the pattern.Give your students time to read column B, C and D on page67 with their seat partnersand write a conversation like the one in column A in their notebooks.Call some of the pairs to stand up and read the conversation they have just written.Divide your students in pairs. Call them to make a conversation like the once incolumn A, B, C and D.

Step fourHomework: Ask your students to write a paragraph about advantages of internet.

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Unit sixLesson three

Objectives of the unit are to:talk/discuss about Internet.review the present perfect tense.read a topic about Explore the new world on the Internet.know the new words and use them in sentences.learn more about present perfect tense.

Objective of the lesson:At the end of this lesson students should be able to:

recognize present perfect tense and use it in their daily speaking and writing.

Pages: 68 – 71Period: (45) minutes.Teaching method: oral, visual, display, discussing, questions/answers and role play.Teaching materials: Blackboard, eraser, chalk.Teaching procedure: greetings, taking attendance, checking homework, connecting two lessons.Evaluation: questions and answers, oral, visual, display, etc.

Step oneSay to the students and get them to say back to you. However,the way of greetings to be varied to students in the class day by day like; Hello, Hi,Good morning and Good bye, etc.Write the date on the board, or you may call your students to do so.Take attendance of students in class and ask them if they have any problems.Ask the students something about their previous lesson to check their understandingof the topic and ask some of them for their homework.

Step twoEvaluation: Evaluate your students by asking some questions like:1. Who can tell us the harmful use of internet?

Brainstorming: In order to make your students concentrate on their lesson, start yourlesson by saying a joke, story related to lesson or by asking some questions like:1. Who can tell us what a present perfect tense is?2. Who can say what since and for show?

Step threeGrammar: Before reading the grammatical tables on pages 68 and 69, ask yourstudents to define present prefect and present perfect continuous tenses. Call some ofthem to come in front of the class and write each one a sentence in present perfecttense. Then, ask some other students to come to the blackboard and change thesentences to negative and question.Present prefect tenseWe use present perfect tense to talk about or describe an action or situationstarted in the past which connects to the present.Example:He has worked here for twenty years.The scientists have searched vaccination for cancer since 1980.We use since and for as time expressions.

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Since is used to show the start date of an action, while for shows length of anaction.I have been here since eight o’clock.I have been here for four hours.We use the present perfect continuous when we talk about an activity inprogress up to present and to ask about or describe actions which go on over aperiod of time up to the present.ExampleThey have been repairing our street and it has been causing a lot of traffic problems.Have you been waiting long?I have not been watching TV.Ask some of your students to read the grammatical tables on page 68 and 69 aloud.Then, give your students time to read the sentences in part A of page 70. Tell them tocomplete the sentences with present perfect and the given words in parenthesis. Afterthat call some of them to read the sentences aloud. If anyone fails in doing the job,give the chance to another student to do it.

Exercise solution1. He has eaten all the cakes. (eat)2. She has called her mother. (call)3. They have packed their suitcases. (pack)4. He has grown since I last saw him. (grow)5. That factory has produced a million cars. (produce)6. It has come a long way. (come)

Get the students to read the sentences in part B on page 70 silently and completethem with the verbs given in parenthesis in present perfect continuous. Then, callsome of them to read them aloud. If anyone fails in doing the job, give the chance toanother student to do it.

Exercise solution1. He has been eating since he arrived. (eat)2. They have been building that mosque for two years. (build)3. She has been teaching English since 1995. (teach)4. We have been listening to the radio. (listen)5. I have been sleeping (sleep)6. The phone has been ringing for three minutes. (ring)

Give your students time to read the situations in part C on page 71 silently and writethem one question in present perfect or present perfect continuous and answer them.Then, call some of them to read the situation, question and its answer. If anyonecan’t, call another student to do so.

Exercise solution1. Mr. Gul Ahmad came to the office at 8 o’clock. It is 12 o’clock now. He is working.

Q. How long has he been working?A. (for) He has been working for four hours.

2. Hamid arrived in the U.S.A six months ago. He is studying English.Q. How long has been studying English?A. (for) He has been studying English for six months.

3. Mr. Khalid reads the Kabul Times. He first read it in 1990.Q. How long has been reading Kabul Times?A. (since) He has been reading Kabul Times since 1990.

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4. Wahid and Saboor went to the airport at six o’clock. It is 8 o’clock now. They are waiting foran airplane.Q. How long have they been waiting?A. (since) They have been waiting for an airoplane since six o’clock.

5. We are driving our car. We got into the car at nine o’clock and it is twelve now.Q. How long have we been driving?A. (for) We have been driving for three hours.

6. Hekmat arrived at the gymnasium twenty minutes ago. He started doing some exercises and heis still doing exercises.Q. How long has he been doing exercises?A. (for) He has been doing exercises for twenty minutes

Step fourHomework: Ask your students to write ten sentences; five in present perfect and five inpresent perfect continuous tenses.

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Unit sixLesson four

Objectives of the unit are to:talk/discuss about Internet.review the present perfect tense.read a topic about Explore the new world on the Internet.know the new words and use them in sentences.learn more about present perfect tense.

Objective of the lesson:At the end of this lesson students should be able to:

learn the use of internet and get needed information from different websites.

Pages: 72 – 73Period: (45) minutes.Teaching method: oral, visual, display, discussing, questions/answers and role play.Teaching materials: Blackboard, eraser, chalk.Teaching procedure: greetings, taking attendance, checking homework, connecting two lessons.Evaluation: questions and answers, oral, visual, display, etc.

Step oneSay to the students and get them to say back to you. However,the way of greetings to be varied to students in the class day by day like; Hello, Hi,Good morning and Good bye, etc.Write the date on the board, or you may call your students to do so.Take attendance of students in class and ask them if they have any problems.Ask the students something about their previous lesson to check their understandingof the topic and ask some of them for their homework.

Step twoEvaluation: Evaluate your students by asking some questions like:1. Who can define present perfect tense?2. Who can define present perfect continuous tense and give example?

Brainstorming: In order to make your students concentrate on their lesson, start yourlesson by saying a joke, story related to lesson or by asking some questions like:1. Who can define internet?2. Who can say what we use internet for?

Step threeReading: Read the text written about Explore new World on The Internet on page 72aloud and ask your students to listen carefully.Ask your students to read the text silently and underline the words they don’t know.Then, try to teach them the meaning of the words by saying and using them invarious sentences. Don’t translate it in Dari or Pashto. Translation in Dari or Pashtoshould be used as a last resort. Then, only translate the word not the whole pattern.Call some of the students to read the text, paragraph by paragraph aloud. Write thedifficult words on the blackboard and when they finished reading, pronounce themaloud and ask the students to repeat after you.Call them to read the text once again silently. Then, call two or three students tocome in front of the class and talk about the topic or summarize it.

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Ask your students to read page 73 of the book silently. Tell them that in firstquestion, write the four websites that the text mentioned, in the second question,write the forms of material available from internet and in the third question, guess themeaning of words and phrases. Then, call some of the students to read the exercisesin turn. If anyone fails in doing the job, call another student to do it.

Exercise solution1. Types of information from websites that the text mentions:

1. geographical 3. www.bbc.co.uk

2. www.howstuffworks.com

4. www.olympics.comwww.discovery.com

2. Forms of material available from the Internet:

1. text 3. sound

2. graphs 4. video

3. What these words and phrases mean:

1. Fourth paragraph: the best deal – selecting of comfortable & cheaper flights.

2. Fifth paragraph: up-to-the-minutes sports news – dated current news.

3. Sixth paragraph: pays the bills – which member of your family will need payment

of bill to be reserved.

4. What does “Time passes very quickly.” mean? It means we should use time wisely.

You won’t know how long you have sat and worked on the internet

Step fourHomework: Ask your students to write a paragraph about TV.

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Unit sixLesson five

Objectives of the unit are to:talk/discuss about Internet.review the present perfect tense.read a topic about Explore the new world on the Internet.know the new words and use them in sentences.learn more about present perfect tense.

Objective of the lesson:At the end of this lesson students should be able to:

know the meaning of new words and use them in their daily speaking and writing.

Pages: 74 – 76Period: (45) minutes.Teaching method: oral, visual, display, discussing, questions/answers and role play.Teaching materials: Blackboard, eraser, chalk.Teaching procedure: greetings, taking attendance, checking homework, connecting two lessons.Evaluation: questions and answers, oral, visual, display, etc.

Step oneSay to the students and get them to say back to you. However,the way of greetings to be varied to students in the class day by day like; Hello, Hi,Good morning and Good bye, etc.Write the date on the board, or you may call your students to do so.Take attendance of students in class and ask them if they have any problems.Ask the students something about their previous lesson to check their understandingof the topic and ask some of them for their homework.

Step twoEvaluation: Evaluate your students by asking some questions like:1. Who can explain that what an internet present us?

Brainstorming: In order to make your students concentrate on their lesson, start yourlesson by saying a joke, story related to lesson or by asking some questions like:1. Who can use the words mine and loan in sentences?

Step threeWord study: Read the words and their definition on page 74 aloud and ask yourstudents to listen carefully. Don’t translate them in Dari or Pashto. Translation inDari or Pashto should be used as a last resort. Then, only translate the word, not thewhole pattern.Write the bolded words on page 74 on the blackboard. Call some of the students byname to come in front of the class and use them in sentences. If anyone can’t do it,give the chance to the next student to do it. Then, get some of the students to read thetable aloud.

Step fourWord study: Ask your students to read the words in box on part A and match themto the pictures.Call some of the students to read the word and show the picture. If he/ she makesmistake, get another student to do the task correctly.

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Ask your students to read the paragraph on page 75 silently and complete them thewords given in the parts B and C. Then, call some of them to read the paragraph,sentence by sentences. If anyone can’t do the job, call another student to do itproperly.

Exercise solution

Step fiveHomework: Ask your students that word study section on page 76 is theirhomework. Read them at home carefully and complete them with the given words.On next day, before starting the main lesson, practice their homework.

Exercise solution

B. Read and complete the paragraphwith words from the box.

When you turn on your (1) PC, you mayjust decide to work offline on your ownfiles, or you may decide to go (2) on lineand access the Internet. If so, you (3) logon to your (4) ISP, and then you have tomake further choices. You may just wantto send some (5) e-mail to your friends –perhaps with photo (6) attachment. Onthe other hand, you may want to (7) surfthe net in order to find (8) website suchas www.nationalgeographic.com to helpyou with your school work. When youfind the information you want, you can(9) download it to your machine and then(10) print out the material you need withyour printer.

Attachment download e-mail ISPlog on online PC print outsurf the net websites

C. Complete the sentenceswith pairs of words fromthe box.

1. You can first write a letter orother document offline, andthen go online to send it bye-mail.

2. You log on to your ISP whenyou go on the Internet, and atthe end, you log off again.

3. Your computers download e-mail attachments to yourmachine at the same speedthat it upload attachmentsfrom you to other people.

download/upload log on/log off online/offline

1. I wanted to buy a new car but I didn’t have enough money.So I had to get a loan from the bank.

2. Mrs. Lodin bought a dozen new towels for the bathroom.3. There is a mine near Logar which is full of cooper.4. They paid a laborer to dig new water well.5. I am often a borrower of books from the library.

a. a mineb. a borrowerc. a dozend. a loane. a laborer

6. The bridge between Afghanistan and Uzbekistan has enabled people to drive between thetwo countries.

7. The Afghan government has constructed large dam near Suroobi.

8. He borrowed money from the bank last year but he has repaid it already. The bank has

got it all back.

9. Khalil’s uncle has lent him the money to build a new house.

10. The irrigation project has piped water from the wells to the fields two kilometers away.

a. lentb. pipedc. enabledd. constructede. repaid

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Unit sixLesson six

Objectives of the unit are to:talk/discuss about Internet.review the present perfect tense.read a topic about Explore the new world on the Internet.know the new words and use them in sentences.learn more about present perfect tense.

Objective of the lesson:At the end of this lesson students should be able to:

know present perfect tense, passive voice and conjunctions.

Pages: 77 – 78Period: (45) minutes.Teaching method: oral, visual, display, discussing, questions/answers and role play.Teaching materials: Blackboard, eraser, chalk.Teaching procedure: greetings, taking attendance, checking homework, connecting two lessons.Evaluation: questions and answers, oral, visual, display, etc.

Step oneSay to the students and get them to say back to you. However,the way of greetings to be varied to students in the class day by day like; Hello, Hi,Good morning and Good bye, etc.Write the date on the board, or you may call your students to do so.Take attendance of students in class and ask them if they have any problems.Ask the students something about their previous lesson to check their understandingof the topic and ask some of them for their homework.

Step twoEvaluation: Evaluate your students by asking some questions like:1. Who can tell us the meaning of the words “repaid and lent” and use them in

sentences.

Brainstorming: In order to make your students concentrate on their lesson, start yourlesson by saying a joke, story related to lesson or by asking some questions like:1. Who can define conjunction?2. Who can define present perfect?

Step threeRevision: Before reading the first two grammatical tables, ask your students to definepresent prefect tense and its passive voice.Call some of your students to read the grammatical tables on page 77 aloud. Then aska few others to come in front of the class in pairs. Ask one of the students to write anactive sentence and another one should change it to passive voice.Before reading the third table on page 78, ask some of your students for definitionand function of conjunction.Call two or three of the students to read the sentences on the third table on page 78aloud. Then give them a few minutes time to read the sentences in the fourth tableand join them by using conjunction.

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Exercise solution

Step fourHomework: Ask your students to write a paragraph about advantages anddisadvantages of internet.

Join the following sentences using and orbut or or. Make thesentences shorter, if it is possible.

1. Frishta was happy, Maryam was sad.

Frishta was happy, but Maryam was sad.

2. He saw the headmaster. He did not see his secretary.

He saw the head master, but did not see his secretary.

3. You can drink tea with sugar. You can drink tea without sugar.

You can drink tea with sugar and without too.

4. He is going to fly to the U.S.A. He is going to visit Canada when he is there.

He is going to fly to the U.S.A and Canada too.

5. Have you been playing football? Have you been playing basket ball?

Have you been playing football or basketball?

6. Abdullah did his homework. Akbar played football.

Abdullah did his homework, but Akbar played football.

7. Barialai can speak English. His father cannot.

Barialai can speak English, but his father cannot.

4

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Unit sevenLesson one

Objectives of the unit are to:talk/discuss about the biography of English authors.review the past tense.read the summary of the novel Great Expectations.know the new words and use them in sentences.learn the Past Perfect Tense.

Objective of the lesson:At the end of this lesson students should be able to:

talk and discuss about English literary man (Shakespeare).

Page: 81Period: (45) minutes.Teaching method: oral, visual, display, discussing, questions/answers and role play.Teaching materials: Blackboard, eraser, chalk.Teaching procedure: greetings, taking attendance, checking homework, connecting two lessons.Evaluation: questions and answers, oral, visual, display, etc.

Step oneSay to the students and get them to say back to you. However,the way of greetings to be varied to students in the class day by day like; Hello, Hi,Good morning and Good bye, etc.Write the date on the board, or you may call your students to do so.Take attendance of students in class and ask them if they have any problems.Ask the students something about their previous lesson to check their understandingof the topic and ask some of them for their homework.

Step twoEvaluation: Evaluate your students by asking some questions like:1. Who can explain the connectors “but and or” and use them in sentences?

Brainstorming: In order to make your students concentrate on their lesson, start yourlesson by saying a joke, story related to lesson or by asking some questions like:1. Who can name some of the Afghan poets?2. How many English poets, writer and scientists can you name?

Step threeDiscussion: Write the title of the discussion on the blackboard (English Literature).Then, start your discussions by asking some questions about the topic, such as: Whatis the meaning of literature? How many literary men can you name? Is it important toknow about English literature?Call some of the students by turn to come in front of the class. Ask them to talk aboutliterature and its advantages. While he/ she finished talking about the topic, get otherstudents to ask him/ her questions, refuse ideas and give their opinions about it.Write the questions written in part A on page 80 on the blackboard and get thestudents to answer them separately.Call some of the students to come in front of the class to name an Afghan poet andtalk about him/ her.

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Call some of your students by name to stand up. Read the questions aloud, and askthe students to answer them. If he/ she can’t do the task, give the chance to anotherstudent to do it.Note: If all the students couldn’t answer the questions, read them aloud yourself andwrite the answers on the blackboard.

Exercise solutionDISCUSSION:Try to answer the following questions:a. In which century did Shakespeare write his plays?

He wrote his plays in sixteenth century.

b. What else did Shakespeare write?He wrote comedy and funny plays; stories- about the lives of kings andqueens; and tragic-plays with an unhappy ending

c. Name some of Shakespeare’s popular plays.Hamlet, Romeo and Juliet and Macbeth are the most popular plays ofShakespeare.

d. Is a novel fiction or biography?A novel is a long story written about imaginary events.

e. What is the different between fiction and biography?Fiction is a story written about imaginary people and events and notbased or real people and facts.Biography is the life story of a person, written by someone else.

Now discuss these general questions about literature with your teacher:a. What does literature mean?

Pieces of writing that are valued as works of art, especially novels, plays,and poetry are referred to as literature.

b. Do you know any story from English literature? Can you tell it to theclass?

c. Do you know the names of any other English authors?

Step fourHomework: Ask your students to choose an Afghan writer and write a paragraphabout him/ her.

Information for the teacher:William Shakespeare was born on April 23rd, 1564 in Stratford a town in the centerof England. He is probably the most important person in English literature. However,we know very little about his childhood or early life. It is said that he did not go toany university.He got married at 18 to Anne Hathaway. Their first child, Susanna, was born oneyear later. In May 1583, his twins were born in February 1585. He wrote his first playin 1589.It was called Henry VI. In 1594, he moved to London. He became an actor,but continued to work as a playwright. He wrote 35 plays together. People know hischaracters, including Hamlet, Romeo and Juliet, and Macbeth, all around the World.He wrote comedy and funny plays; histories- about the lives of kings and queens; andtragic-plays with an unhappy ending. He died on his birthday in 1616.

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Unit sevenLesson two

Objectives of the unit are to:talk/discuss about the biography of English authors.review the past tense.read the summary of the novel Great Expectations.know the new words and use them in sentences.learn the Past Perfect Tense.

Objective of the lesson:At the end of this lesson students should be able to:

talk about English literary man (Shakespeare) and his literary work.

Page: 81Period: (45) minutes.Teaching method: oral, visual, display, discussing, questions/answers and role play.Teaching materials: Blackboard, eraser, chalk.Teaching procedure: greetings, taking attendance, checking homework, connecting two lessons.Evaluation: questions and answers, oral, visual, display, etc.

Step oneSay to the students and get them to say back to you. However,the way of greetings to be varied to students in the class day by day like; Hello, Hi,Good morning and Good bye, etc.Write the date on the board, or you may call your students to do so.Take attendance of students in class and ask them if they have any problems.Ask the students something about their previous lesson to check their understandingof the topic and ask some of them for their homework.

Step twoEvaluation: Evaluate your students by asking some questions like:1. Who can name some of the Afghan poets?2. How many English poets, writers and scientists can you name?

Brainstorming: In order to make your students concentrate on their lesson, start yourlesson by saying a joke, story related to lesson or by asking some questions like:1. Who can tell us how old was Shakespeare when he married?2. Who can name the most popular plays of Shakspeare?

Step threeConversation practice: Call some of the students to read and practice theconversation in column A on page 81 aloud. Help them in pronouncing some words.Don’t translate it in Dari or Pashto. Translation in Dari or Pashto should be used as alast resort. Then, only translate the word, not the pattern.Give your students time to read the words in column B on page 81 with their seatpartner and write a conversation like the one in column A in their notebooks.Call some of the pairs to stand up and read the conversation they have just written.Divide your students in pairs. Call them to make a conversation like the once incolumn A and B about one of the Afghan literary man. Then, ask two of the studentsto voluntary come in front of the class and make a conversation like the one incolumn A.

Step four:Homework: Ask your students to write a paragraph about an Afghan poet.

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Unit sevenLesson three

Objectives of the unit are to:talk/discuss about the biography of English authors.review the past tense.read the summary of the novel Great Expectations.know the new words and use them in sentences.learn the Past Perfect Tense.

Objective of the lesson:At the end of this lesson students should be able to:

recognize simple past tense and use them in their daily speaking and writing.

Pages: 82 – 84Period: (45) minutes.Teaching method: oral, visual, display, discussing, questions/answers and role play.Teaching materials: Blackboard, eraser, chalk.Teaching procedure: greetings, taking attendance, checking homework, connecting two lessons.Evaluation: questions and answers, oral, visual, display, etc.

Step oneSay to the students and get them to say back to you. However,the way of greetings to be varied to students in the class day by day like; Hello, Hi,Good morning and Good bye, etc.Write the date on the board, or you may call your students to do so.Take attendance of students in class and ask them if they have any problems.Ask the students something about their previous lesson to check their understandingof the topic and ask some of them for their homework.

Step twoEvaluation: Evaluate your students by asking some questions like:1. Who can name some of the Afghan poets?2. How many English poets, writers and scientists can you name?

Brainstorming: In order to make your students concentrate on their lesson, start yourlesson by saying a joke, story related to lesson or by asking some questions like:1. Who can explain the difference between simple past tense and present perfect

tense?2. Who can say what a passive voice sentence is?

Step threeGrammar: Before reading the grammatical table on page 82, ask two of yourstudents to define simple past and present perfect tenses. Then, call two or three ofthe students to come in front of the class and write some sentences in simple past andpresent perfect, and say the differences between them.We use past simple tense for completed actions in the past and past states.For example:1. Edison invented the light bulb.2. Life seemed easier then.We use past simple for two or more past actions in the sequence, especially innarrative.He took off his hat and came forward.

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To talk about habits in the past or to make a stronger contrast with the present,we can use the form used to. The negative form of “use to” is “didn’t use to” ormore formally “used not to” or “never used to”. We can also use would to talkabout typical actions or activities during a period in the past.1. The people of Afghanistan used to use silver coins hundreds years ago.2. We didn’t use to have a car but nowadays we have it.3. I never used to drink coffee, but now I sometimes have it4. We would sometimes buy fresh grapes.We can use the past simple when we want to describe a past activity as a seriesof separate actions.Usually she went to the library about once a week, studied books, and occasionallyprepared for tests.

We use the present perfect to talk about or describe an action or situationstarted in the past which connects to the present, when we meant at any point upto now and with state verbs.1. How long has Nasim taught English for grade nine?2. They have been in the office since the principal let them go.3. I have worked as a secretary over twenty years.4. When have they come here?5. What have they done?Ask some of your students to read the grammatical table on page 82 aloud. Then, asksome of the students to make verbally some sentences in past simple and presentperfect tenses.Ask two of your students to come in front of the class and write a sentence on theblackboard. Ask them to show verbs in the sentences and tell whether the verb isregular or irregular. Then, ask one or two of the students the rules for changing verbto the past.Before reading the next table on page 83, ask a pair of the students to come in frontof the class. One of them should write an active voice sentence while another oneshould change it to a passive voice.Call some of your students to read the first two grammatical tables aloud. Then asksome of them if they can describe conditional sentences.Conditional sentences present one event, typically in a clause beginning with if(If I don’t leave the house before 7:30), as a condition for another event, expressedin a main clauses (I usually miss the bus to town). In real conditionals, the eventshappen, have happened or are likely to happen (If I miss the bus, I have to walkall the way to town). In unreal conditionals the events have not happened, are notlikely to happen or are imaginary. (If I lived in town, I wouldn’t have thisproblem).Real conditionalsFactual conditionalsWe use a factual conditional to express a fixed connection that exists betweentwo event now or always (if + present tense + present tense) it is also called thezero conditional.1. If I wash the dishes, he dries them.2. If the fruit feels soft, it is ready to eat.Predictive conditionalWe use a predictive conditional to express a likely connection between one event(if + present tense) and another possible event (will). It is also called the firstconditional.If your friends don’t arrive by five, we will leave without them.

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Unreal conditionalsHypothetical conditionalsWe use a hypothetical conditional to express a distant and unlikely connectionbetween one imaginary event (if + past tense) and another imaginary event(would). It is also called the second conditional.1. If I got the job, I would move to city.2. If you lived closer, we would visit you more often.The most common modal in the main clause is would, but we also use othermodals such as could and might.3. If you came in the summer, you could stay with us and you might even get your

own room.Counterfactual conditionalWe use a counterfactual conditional to express and imaginary connectionbetween one event that never happened (if + past perfect) and another event thatalso never happened (would have + past participle). It is also called the thirdconditional.1. If he had called me, I would have helped him.2. If you had come, you would have met my old friends.The most common modals in the main clause is would have, but we also useother modals such as might have and could have.3. If she had asked us, we might have known how to fix it, or we could have tried at

least.

Mixed conditionalsMixed real conditionalsIn factual conditionals, we usually use the same tense in both clauses, but wesometimes use a mixture of past and present tenses in the clauses.1. If it snowed heavily, we didn’t go to school.2. If she works late, I wait for her.Some factual conditionals are used to describe habits in the past with would. Ithas the same meaning as use to. It makes the sentences look like a hypostaticalconditional, but it isn’t.When we were kids, if it rained a lot, we would stay indoors. But if it was sunny, wewould go to down the river.In predictive conditionals, we usually use the present simple in the if – clause,but we can also use the past simple or present perfect.If they have finished already, we will give them something else to do.Ask one or two of the students to read the third grammatical table on page 83 aloud.Ask the students to read the first table on page 84 silently and make them question bythe given questions words in parenthesis in their notebooks. Then call some of themin turn to read the sentence and the question aloud. If anyone fails in doing the task,call another student to do it.

Exercise solution 1. Dickens wrote Great Expectations. (When)When did Dickens write Great Expectations?

2. Abdullah asked Omer about the library. (Why)Why did Abdullah ask Omer about the library?

3. The stories were rewritten. (How)How were the stories rewritten?

4. The interview with Shabnam took place somewhere. (Where)Where did the interview with shabnam take place?

5. They got help from some countries. (Which countries)Which countries did they get help from?

6. Shakespeare wrote a play called The Merchant of Venice. (When)When did Shakespeare write a play called The Merchant of Venice?

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Ask the students to read the second table on page 84 silently and change them topassive voice in their notebooks. Then call some of them in turn to read the sentenceand the question aloud. If anyone fails to do the job, call another student to do it.

Exercise solution

Ask your students to read the last table on page 84 silently and use the correct formthe verbs in the brackets and write them in sentences. Then, call some of them in turnto read the sentences aloud. If anyone fails to complete the task, give the chance toanother student to do it.

Exercise solution

Step fourHomework: Ask your students to find information about the poetry of AbdullahAnsari and write a paragraph about it in their notebooks.

1. Shakespeare wrote that play.That play was written by Shakespeare.

2. Dickens wrote that novel.That novel was written by Dickens.

3. The author made up that story.That story was made up by the author.

4. Did Shakespeare write those plays?Were those plays written by Shakespeare?

5. When did someone write The Merchant of Venice?When was The Merchant of Venice written?

6. Shakespeare wrote those poems, didn’t he?Those poems were written by Shakespeare, weren’t they?

1. If Earth (not have) an atmosphere, there would not be any life on it.If the earth didn’t have an atmosphere, there would not be any life on it.

2. If Earth’s surface (be) not solid, we would not be able to live.If earth's surface wasn't solid, we would not be able to live.

3. If Earth’s axis (be) vertical, we would not have any seasons.If earth's axis was vertical, we would not have any seasons.

4. Habib would see the new books if he (go) to the library.Habib would see the new books if he went to the library.

5. If I (be) you, I would read as much as possible.If I were you, I would read as much as possible.

6. Dickens books would be different if he (be) alive today.Dickens books would be different if he was alive today.

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Unit sevenLesson four

Objectives of the unit are to:talk/discuss about the biography of English authors.review the past tense.read the summary of the novel Great Expectations.know the new words and use them in sentences.learn the Past Perfect Tense.

Objective of the lesson:At the end of this lesson students should be able to:

develop their reading skills and know what a novel is.

Pages: 85 – 87Period: (45) minutes.Teaching method: oral, visual, display, discussing, questions/answers and role play.Teaching materials: Blackboard, eraser, chalk.Teaching procedure: greetings, taking attendance, checking homework, connecting two lessons.Evaluation: questions and answers, oral, visual, display, etc.

Step oneSay to the students and get them to say back to you. However,the way of greetings to be varied to students in the class day by day like; Hello, Hi,Good morning and Good bye, etc.Write the date on the board, or you may call your students to do so.Take attendance of students in class and ask them if they have any problems.Ask the students something about their previous lesson to check their understandingof the topic and ask some of them for their homework.

Step twoEvaluation: Evaluate your students by asking some questions like:1. Who can explain the difference between simple past tense and present perfect

tense?2. Who can say what a passive voice sentence is?

Brainstorming: In order to make your students concentrate on their lesson, start yourlesson by saying a joke, story related to lesson or by asking some questions like:1. Who can tell us what a novel is?2. Have you ever read a novel?

Step threeReading: Read the text written about Great Expectations aloud and ask your studentsto listen carefully.Ask your students to read the text silently and underline the words they don’t know.Then, try to teach them the meaning of the words by saying and using them indifferent sentences. Don’t translate it in Dari or Pashto. Translation in Dari or Pashtoshould be used as a last resort. Then, only translate the word not the whole pattern.Call some of the students to read the text, paragraph by paragraph aloud. Note thedifficult words and when they finished reading, pronounce them aloud and ask thestudents to repeat after you.

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Call them to read the text once again silently and mark the sentences on page 87 trueor false.Call some of the students in turn to read the sentences they have marked aloud andsay whether the sentence is true or false. If anyone makes any mistake, call anotherstudent to correct it. Then, call two or three of the student if they could summarize ortalk about it.

Exercise solution

T or F Line (s)1. The story takes place in England in the eighteen hundred.

The story took place in England in nineteen century.

2. Pip was a man at the beginning of the story.

Pip was an orphan boy at the beginning of the story.

3. Pip was Joe’s son.

Pip was Joe’s best friend.

4. A convict paid for Pip’s education.

5. The convict was hanged.

6. Pip did not get the promised money after the convict’s death.

Step fourHomework: Ask your student to write a short interesting story about someone theyknow about his life.

3-4 F

7-8 F

9-10 F

T

T

T

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Unit sevenLesson five

Objectives of the unit are to:talk/discuss about the biography of English authors.review the past tense.read the summary of the novel Great Expectations.know the new words and use them in sentences.learn the Past Perfect Tense.

Objective of the lesson:At the end of this lesson students should be able to:

know the meaning of new words and use them in their daily speaking and writing.

Pages: 88 – 89Period: (45) minutes.Teaching method: oral, visual, display, discussing, questions/answers and role play.Teaching materials: Blackboard, eraser, chalk.Teaching procedure: greetings, taking attendance, checking homework, connecting two lessons.Evaluation: questions and answers, oral, visual, display, etc.

Step oneSay to the students and get them to say back to you. However,the way of greetings to be varied to students in the class day by day like; Hello, Hi,Good morning and Good bye, etc.Write the date on the board, or you may call your students to do so.Take attendance of students in class and ask them if they have any problems.Ask the students something about their previous lesson to check their understandingof the topic and ask some of them for their homework.

Step twoEvaluation: Evaluate your students by asking some questions like:1. Who can say who Pip was?

Brainstorming: In order to make your students concentrate on their lesson, start yourlesson by saying a joke, story related to lesson or by asking some questions like:1. Who can use the words “play and poem” in sentences?2. Who can explain what a childhood term is?

Step threeWord study: Read the words and their meanings on page 88 aloud and ask yourstudents to listen to you carefully. Don’t translate them in Dari or Pashto. Translationin Dari or Pashto should be used as a last resort. Then, only translate the word, notthe whole pattern.Write the bolded words on page 88 on the blackboard. Call some of the students byname to come in front of the class and use them in sentences. If anyone can’t usethem in sentences, give the chance to the next student to use them. Then, get some ofthe students to read the table aloud.

Step fourWord study: Ask your students to read the words on page 89 silently and use themcorrectly in given sentences. Then call some of them individually to read the

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sentences aloud. If anyone fails to say the correct words, call another student to dothe task.

Exercise solution1. The author of this book has written many other stories.

2. Because he stole some jewelry, he was sentenced to a year in prison.

3. That boy’s father is very strict. He makes him study every night.

4. People who travel often take a novel with them to read on the journey.

5. My father used to give me two hundreds Afghanis as a week’s allowance.

6. The convict was caught as he attempted to escape out of the window.

7. I will make a part of payment now and pay the rest of the money later.

8. On holiday, some families stay in hotel. Others rent a flat.

9. You must pay the cost of an accident yourself if you have no insurance.

10. The story in that book is not true. It is fictional.

11. Without friends or family, a person can sometimes feel lonely.

12. Sometimes it is difficult to tell whether a story is fact or fiction.

13. He is very wealthy. He made his firm in the fast food business.

14. It was very kindness of you to look after our cat while we were on holiday.

15. Some of my friends were brought up in towns, others in the country.

16. We know a lot about him as a man but little about his manhood.

17. The man is wanted by the police. They think he did something wrong.

18. The characters in that book are not real. They are made up.

19. These houses were built by a good kind of builders.

20. You cannot become a scientist if you only study literature at school.

Step fiveHomework: Ask your students to use the words in the table on page 89 in sentencesand write them in their notebooks.

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Unit sevenLesson six

Objectives of the unit are to:talk/discuss about the biography of English authors.review the past tense.read the summary of the novel Great Expectations.know the new words and use them in sentences.learn the Past Perfect Tense.

Objectives of the lesson:At the end of this lesson students should be able to:

know the meaning of new words and use them in their daily speaking and writing.know more about the past perfect tense.

Pages: 90 – 92Period: (45) minutes.Teaching method: oral, visual, display, discussing, questions/answers and role play.Teaching materials: Blackboard, eraser, chalk.Teaching procedure: greetings, taking attendance, checking homework, connecting two lessons.Evaluation: questions and answers, oral, visual, display, etc.

Step oneSay to the students and get them to say back to you. However,the way of greetings to be varied to students in the class day by day like; Hello, Hi,Good morning and Good bye, etc.Write the date on the board, or you may call your students to do so.Take attendance of students in class and ask them if they have any problems.Ask the students something about their previous lesson to check their understandingof the topic and ask some of them for their homework.

Step twoEvaluation: Evaluate your students by asking some questions like:1. Who can use the words “allowance, manhood and career” in sentenes?

Brainstorming: In order to make your students concentrate on their lesson, start yourlesson by saying a joke, story related to lesson or by asking some questions like:1. Who can say what kind of actions does present perfect describe?2. Who can explain the difference between a direct and an indirect speech.

Step threeRevision: Before reading the grammatical table on page 90, call some of the studentsto come in front of the class. Ask one or two of them to write sentences in pastperfect tense, the others should change them to passive voice, if it is possible. Then,ask one or two of the students to describe past perfect tense, active and passivesentences.Call some of the students to read page 90 aloud. Call some of them in pairs to comein front of the class, one of the students should write an active sentence and the otherone should change it to passive.Before reading page 91, call one or two students to describe direct and indirectspeech. Then describe it briefly.Call some of them to read the two grammatical tables about the direct and indirectspeeches aloud. Then, give them time to read the last table on page 91 silently and

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report them in their notebooks. After that, call some of them in pairs to practice themaloud.

Exercise solution

Step fourRevision: Ask your students to read the sentences on page 92 silently and completethem with given words in parenthesis and write them in their notebooks. Then callsome of them individually to read the sentences aloud. If anyone fails in doing thejob, give the chance to another student to do it.

Exercise solution1. After Pip ____________ by his sister, he went to London. (bring up)

After Pip had brought up by his sister, he went to London.

2. After Pip ____________ some food to the prisoner, he was recaptured. (give)

After Pip had been given some food to the prisoner, he was

recaptured.

3. After the man _____________ to Australia, he became wealthy. (go)

After the man had gone to Australia, he became wealthy.

4. Before he died, he _____________ to death. (sentence)

Before he died, he had been sentenced to death.

5. Pip had to find a job because the government _____________ all the man’s money. (take)

Pip had to find a job because the government had taken all the

man’s money.

6. Pip did not expect to work because he _______________ a large fortune. (promise)

Pip did not expect to work because he had been promised a large

fortune.

Report what Akbar and Omer said:

Akbar: “Have the stories been written in easy English?”Akbar asked if the stories had been written in easy English.

Omer: “I have not been in the school library recently.”Omer said that he hadn’t been in the school library recently.

Akbar: “Shakespeare lived in the sixteenth century”Akbar said that Shakespeare (had) lived in sixteenth century.

Omer: “Did Shakespeare write novels?”Omer asked if Shakespeare had written novels.

Akbar: Dickens did not write plays.”Akbar said that Dickens hadn’t written plays.

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Ask your students to read the sentences in part B on page 92 silently and report themin their notebooks. Then call some of them individually to read the reports aloud. Ifanyone fails to do so, give the chance to another student to do it.

Exercise solution1. The convict said, “I did not have a good education myself”.

The convict said (that) he had not had a good education himself.

2. He asked, “Have the stories been rewritten in easy English?”

He asked if the stories had been rewritten in easy English.

3. She said, “I have not been in the school library recently”.

She said that I hadn’t been in the school library recently.

4. He said, “Shakespeare lived in the sixteenth century”.

He said that Shakespeare (had) lived in the sixteenth century.

5. They asked, “Did Shakespeare write novels?”

They asked if Shakespeare had written novels.

Step fiveHomework: Ask your students to write a paragraph about Shakespeare and his workin their notebooks.

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Unit eightLesson one

Objectives of the unit are to:talk/discuss about the future career of themselveslearn transitive and intransitive verbs and the using of commas with who, which and that.read paragraphs about Universities in Afghanistan.know the new words and use them in sentences.review some grammatical points such as: using of commas with who, which and that

Objective of the lesson:At the end of this lesson students should be able to:

talk and discuss about universities and careers.

Page: 94Period: (45) minutes.Teaching method: oral, visual, display, discussing, questions/answers and role play.Teaching materials: Blackboard, eraser, chalk.Teaching procedure: greetings, taking attendance, checking homework, connecting two lessons.Evaluation: questions and answers, oral, visual, display, etc.

Step oneSay to the students and get them to say back to you. However,the way of greetings to be varied to students in the class day by day like; Hello, Hi,Good morning and Good bye, etc.Write the date on the board, or you may call your students to do so.Take attendance of students in class and ask them if they have any problems.Ask the students something about their previous lesson to check their understandingof the topic and ask some of them for their homework.

Step twoEvaluation: Evaluate your students by asking some questions like:1. Who can say what kind of actions does present perfect describe?2. Who can explain the difference between a direct and an indirect speech?

Brainstorming: In order to make your students concentrate on their lesson, start yourlesson by saying a joke, story related to lesson or by asking some questions like:1. Who can tell the class what are universities for?2. How many universities are there in your provinces?

Step threeDiscussion: Write the title of the discussion on the blackboard (Last Year of theSecondary School). Call some of them by name to come in front of the class and talkabout benefits of graduating from secondary school and getting higher degree andtalk about the careers they would like to get after they graduated from secondaryschool. Then, get the other students to ask him/ her questions.Get your students to talk about the careers they would like to do after they graduatedfrom secondary school with their seat partners. Then call some of them to stand andanswer the question in part A on page 96.Give your students time to read the words in part B on page 96 silently, match andfind the correct definition for each word from the box. Then call some of themindividually to stand up and read one word and its definition aloud. If anyone fails indoing so, get other students to do the job.

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Read every question from part C on page 96 aloud. Call some of the students byname to answer them

Step fourHomework: Ask your students to write a paragraph about the careers they would liketo get after the secondary school.

Exercise solution:Discussion:1. Career ---------- Job2. To tell the truth---------- in fact3. About to------------ soon4. Keep on--------- continue5. Keen on---------- interested in6. Grades----------- masks7. Consider----------- think about

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Unit eightLesson two

Objectives of the unit are to:talk/discuss about the future career of themselveslearn transitive and intransitive verbs and the using of commas with who, which and that.read paragraphs about Universities in Afghanistan.know the new words and use them in sentences.review some grammatical points such as: using of commas with who, which and that

Objective of the lesson:At the end of this lesson students should be able to:

talk about the importance of the universities, they want to join with.

Page: 95Period: (45) minutes.Teaching method: oral, visual, display, discussing, questions/answers and role play.Teaching materials: Blackboard, eraser, chalk.Teaching procedure: greetings, taking attendance, checking homework, connecting two lessons.Evaluation: questions and answers, oral, visual, display, etc.

Step oneSay to the students and get them to say back to you. However,the way of greetings to be varied to students in the class day by day like; Hello, Hi,Good morning and Good bye, etc.Write the date on the board, or you may call your students to do so.Take attendance of students in class and ask them if they have any problems.Ask the students something about their previous lesson to check their understandingof the topic and ask some of them for their homework.

Step twoEvaluation: Evaluate your students by asking some questions like:1. Who can tell us the field he/she likes to study in university? Why?

Brainstorming: In order to make your students concentrate on their lesson, start yourlesson by saying a joke, story related to lesson or by asking some questions like:1. Who can talk about the benefits of study in university?

Step threeConversation practice: Call some of the students to read and practice theconversation in column A on page 94 aloud. Help them in pronouncing some of thewords. Don’t translate it in Dari or Pashto. Translation in Dari or Pashto should beuse as a last resort. Then, only translate the word, not the pattern.Give your students time to read the words in column B on page 94 with their seatpartner and write a conversation like the one in column A in their notebooks.Call some of the pairs to stand up and read the conversation they have just written.Divide your students in pairs. Call them to make a conversation like the once incolumn A and B about one of the Afghan literary man. Then, ask two of the studentsto voluntary come in front of the class and make a conversation like the one incolumn A.

Step fourHomework: Ask your students to write a paragraph about advantages of studying inUniversities.

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Unit eightLesson three

Objectives of the unit are to:talk/discuss about the future career of themselveslearn transitive and intransitive verbs and the using of commas with who, which and that.read paragraphs about Universities in Afghanistan.know the new words and use them in sentences.review some grammatical points such as: using of commas with who, which and that

Objectives of the lesson:At the end of this lesson students should be able to:

differentiate transitive and intransitive verbs and use them in sentences correctly.know relative pronouns and relative clauses and use them in sentences correctly.

Pages: 96 – 99Period: (45) minutes.Teaching method: oral, visual, display, discussing, questions/answers and role play.Teaching materials: Blackboard, eraser, chalk.Teaching procedure: greetings, taking attendance, checking homework, connecting two lessons.Evaluation: questions and answers, oral, visual, display, etc.

Step oneSay to the students and get them to say back to you. However,the way of greetings to be varied to students in the class day by day like; Hello, Hi,Good morning and Good bye, etc.Write the date on the board, or you may call your students to do so.Take attendance of students in class and ask them if they have any problems.Ask the students something about their previous lesson to check their understandingof the topic and ask some of them for their homework.

Step twoEvaluation: Evaluate your students by asking some questions like:1. Who can talk about the benefits of studying in the university he wants?

Brainstorming: In order to make you students concentrate on their lesson, start yourlesson by saying a joke, story related to lesson or by asking some questions like:1. Who can define transitive and intransitive verbs?2. Can you tell us the difference between transitive and intransitive verbs?

Step threeGrammar: Before reading the grammatical tables on page 96, ask some of thestudents to define the two kinds of verbs and show them in sentences.Most verbs are action verbs, used to describe actions and events.Taher eats a lot of pasta.Some verbs are state verbs rather than action verbs. They are used to describestate: what we think, how we feel.I know what you mean.My parents understood everything.We don’t usually use the state verbs in the continuous tense.That suitcase is belonging to me.We also use linking verbs to describe state: how things are seemed to be.These flowers are beautiful.

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Everything seems fine.Your friend appears to be nervous.

Transitive verbs (Verbs with objects)Transitive verbs have objects, usually noun phrases or pronouns.He kicked the ball.He hit me.We discussed the problem.We use a transitive verb to describe an action that affects an object to describe afeeling or experience cause by an object.Are they building a house?I’ll cut the grass.Nader bought a new corolla car.Transitive verbs can be used in passive voice.Is a house being built by them?The grass will be cut by me.A new corolla was bought.

Intransitive verbs (Verbs without object)Intransitive verbs are used without object.I can’t sleep.My parents are waiting.We use intransitive verbs when we talk about simple events, action and sounds.The roof collapsed.A lot of people were screaming.Intransitive verbs can’t be used in the passive voice.The thief escaped. The thief was escaped.Call one or two of the students to read the grammatical table aloud. Then, call someother students to come in front of the class, write sentences on the blackboard, showthe verbs and tell the class whether that is a transitive or intransitive verb.Before reading the grammatical tables on page 97, ask some of the students if theycould define and give examples of relative clause. Then, describe them brieflyrelative clause and write examples on the blackboard and show them practically whata relative clause is.

Relative clauseWe use a relative clause to give more information about a noun phrase in apreceding clause. Instead of repeating the subject noun phrase, we can use arelative pronoun.1. I have a friend. He lives in London.

I have a friend who lives in London.2. We found a shop. The shop sold ancient things.

We found a shop which/ that sold ancient things.

When we use a relative pronoun instead of an object noun or pronoun, we putthe relative pronoun at the beginning of the relative clause. We don’t repeat thenoun or pronoun.1. I loved the card. You sent it.

I loved the card that you sent. Not (… the card that you sent it.)2. He is a teacher. I admire him.

He is a teacher who I admire. Not (… who I admire him.)

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Relative pronouns: who, whom, which, thatWe use who and whom when we are talking about people. We use who as thesubject of a relative clause and whom as object. Whom is formal. In informalsituations, we use who as the object or, more usually, we leave out the relativepronoun.1. Naim is a teacher. He teaches geography.

Naim is a teacher who teaches geography.2. The person wasn’t my brother. You met him.

The person whom you met wasn’t my brother.The person who you met wasn’t my brother.The person you met wasn’t my brother.

We can use whom after preposition at the beginning of a relative clause informal situations. In informal situations, we can put the preposition after theverb and use who at the beginning. Or more usually, we leave out the relativepronoun.1. The teacher is a woman. You should talk to him.

The teacher to whom you should talk is a woman.The teacher who you should talk to is a woman.The teacher you should talk to is a woman.

We use which and that for thins or animals and after a group nouns such asteam for a group of people we are thinking of as a single unit, which is moreformal. In informal situations, we sometimes use that instead of who/ whom forpeople.1. I found the keys which/ that were missing.2. They own a horse which/ that doesn’t have a tail.3. We were in the team. The team won the cup.

We were in the team which/ that won the cup.4. The woman is an engineer. She lives next door.

The woman that lives next door is an engineer.

We can use which after prepositions at the beginning of a relative clause informal situations. In informal situations, we put the preposition after the verband use that at the beginning of the relative clause or, more usually, we leave outthe relative pronoun.1. I can’t remember the hotel. We stayed in the hotel.

I can’t remember the hotel in which we stayed.I can’t remember that hotel we stayed in. (… not the hotel we stayed in it.)

Defining and non-defining relative clausesDefining relative clausesIn defining relative clause, we include information that identifies or classifiespeople and things. The meaning of the sentences is not complete without thedefining relative clause.1. Do you know the boy who used to study hard? He is a doctor now.2. Do you have the thing that measures the temperature?We often use (that) at the beginning of a defining relative clause instead of theobject or object of a preposition. We usually use (that) after noun phrasecontaining superlative or quantifiers.1. I brought the dictionary. Maria wanted it.

I brought the dictionary that Maria wanted.

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2. It is the best film that I have seen in years.3. He was the most intelligent teacher (that) I had at school.4. Every person (that) we met had a cold.

We also begin defining relative clauses with who, whom and which.1. I don’t know anyone who/ whom I can trust.2. There are two rules which you must always obey.

Non-defining relative clausesWhen we want to include essential information, we use a defining relative clause.The first caller who can give the correct answer will win the prize.

When we are simply adding extra information, we use a non-defining relativeclause. We usually put a comma before non-defining clause and a comma afterit, unless it is the end of the sentence.The first caller, who was from Badghese province, didn’t give the correct answer.

We usually use who, whom or which at the beginning of non-defining relativeclauses.Our new boss, who seems to be nice, has said nothing about Mr. Faisal, whom hereplaced.

We don’t usually begin non-defining relative clause with that or without arelative pronoun.The Mini, which some people initially laughed at, soon became the most popularcar. Note (The Mini, (that) some people initially laughed at, soon became the mostpopular car.)Ask some of your students to read the tables aloud. Then, give them two or threeminutes time to think and write some sentences. After that, ask some of the studentsto come in front of the class and write the sentences on the blackboard.Before reading the table in part A, ask some of the students if they could say thedifference between transitive and intransitive verbs. Then, call one or two students toread the words aloud.Give the students time to read the sentences in the second table and change them topassive voice if possible, and write the sentences that are not possible to change.Then, call some of them to read the sentences aloud. If anyone fails in doing the task,give the chance to another student to do it.

Exercise solution

1. The grass was eaten by a camel.2. It cannot be passive.3. Oranges are grown in Jalalabad and Laghman provinces.4. No change is possible.5. The visitor was met by all the people in the village.6. No change is possible.7. The sun was seen rising on the horizon.8. No change is possible.9. The children were brought up abroad.10. A bridge was constructed over the river.

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Give your students time to read the sentences in the table on page 99 silently andchange them according to the instruction given to them in the textbook.

Exercise solution:1. Haroon’s brother visited us last week.2. People who drive badly cause accidents.3. Tariq is older/younger than I.4. Frishta wants to stop.5. All apples that fall to the ground are dirty.6. Her house was very expensive.

Step fourHomework: Ask your students to choose a faculty and write a paragraph about itsadvantages for the developing our society.

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Unit eightLesson four

Objectives of the unit are to:talk/discuss about the future career of themselveslearn transitive and intransitive verbs and the using of commas with who, which and that.read paragraphs about Universities in Afghanistan.know the new words and use them in sentences.review some grammatical points such as: using of commas with who, which and that

Objective of the lesson:At the end of this lesson students should be able to:

to talk about several universities in the country.

Pages: 100 – 103Period: (45) minutes.Teaching method: oral, visual, display, discussing, questions/answers and role play.Teaching materials: Blackboard, eraser, chalk.Teaching procedure: greetings, taking attendance, checking homework, connecting two lessons.Evaluation: questions and answers, oral, visual, display, etc.

Step oneSay to the students and get them to say back to you. However,the way of greetings to be varied to students in the class day by day like; Hello, Hi,Good morning and Good bye, etc.Write the date on the board, or you may call your students to do so.Take attendance of students in class and ask them if they have any problems.Ask the students something about their previous lesson to check their understandingof the topic and ask some of them for their homework.

Step twoEvaluation: Evaluate your students by asking some questions like:1. Who can tell us what a relative clause is?2. Who can explain relative pronoun?

Brainstorming: In order to make your students concentrate on their lesson, start yourlesson by saying a joke, story related to lesson or by asking some questions like:1. Who can say how many universities are there in your provinces?2. Who can tell us the advantages of getting the degree of higher education?

Step threeReading: Ask your students to read the paragraphs written about Universities inAfghanistan silently and underline the words they don’t know. Ask them for thewords and write them on the blackboard and try to teach the students the meaning ofthe words by saying and using them in different sentences. Don’t translate it in Darior Pashto. Translation in Dari or Pashto should be used as a last resort. Then, onlytranslate the word not the whole pattern.Call some of the students to read the text, paragraph by paragraph aloud. You have tonote the difficult words. When they finished reading the text, you should pronouncethem aloud and ask the students to repeat after you.Ask the students to read the paragraphs silently. Then, call some of them individuallyto stand up and talk about one of the universities introduced in the textbook.

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Give your students time to read the sentences on page 103 and mark them true offalse form the information given in paragraphs about universities.Call some of them in turn to read the sentences they have marked aloud and saywhether the sentence is true of false. If anyone makes mistake, call another student tocorrect it.

Exercise solution

Step fourHomework: Ask your students to write a paragraph about their favorite faculty.

Read the following statements about the passages. Put T (True) or F (False)

and the line number. Write out the correct statement if you put F.

T or F line (s)

1. PUK and Kabul Medical University both teach medicine.

Only Kabul Medical University teaches medical.

2. Kabul University accepts male and female students.

3. Kabul University has around 1602 both male and female students.

Kabul University has around 35,000 both male and female students.

4. Kabul Medical University is currently graduates professionals in

fields of curative medicine, pediatric and engineering.

It is graduates professionals in fields of curative medicine,Pediatric, Stomatology and Nursing.

5. Kabul University offers less than 20 degrees.

Kabul University offers more than 20 degrees.

6. Polytechnic University has four faculties with 19 sub-departments,

including 8 professional and 6 general subject departments.

PUK has 3 departments with 19 sub-departments, including 11professionals and 8 general subject departments.

7. Kabul Education University is the oldest university in Afghanistan.

First, it was established as Kabul Institute teacher training and then

in 2003 it became Kabul Medical University.

KEU is the newest university in Afghanistan. First, it was established as Kabul

Institute of Pedagogy and then in 2003 it became Kabul Education University.

8. The Polytechnic University of Kabul (PUK) was established on an

area of 60 hectares in December 1963.

9. Kabul University was established in 1931, then one year later, its

door was opened to students, across the country.

F

T

F

F

F

F

F

T

T

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Unit eightLesson five

Objectives of the unit are to:talk/discuss about the future career of themselveslearn transitive and intransitive verbs and the using of commas with who, which and that.read paragraphs about Universities in Afghanistan.know the new words and use them in sentences.review some grammatical points such as: using of commas with who, which and that

Objective of the lesson:At the end of this lesson students should be able to:

know the meaning of new words and use them in speaking and writing.

Pages: 104 – 105Period: (45) minutes.Teaching method: oral, visual, display, discussing, questions/answers and role play.Teaching materials: Blackboard, eraser, chalk.Teaching procedure: greetings, taking attendance, checking homework, connecting two lessons.Evaluation: questions and answers, oral, visual, display, etc.

Step oneSay to the students and get them to say back to you. However,the way of greetings to be varied to students in the class day by day like; Hello, Hi,Good morning and Good bye, etc.Write the date on the board, or you may call your students to do so.Take attendance of students in class and ask them if they have any problems.Ask the students something about their previous lesson to check their understandingof the topic and ask some of them for their homework.

Step twoEvaluation: Evaluate your students by asking some questions like:1. Who can say what Polytechnic University of Kabul teaches?2. What is the responsibility of a university?

Brainstorming: In order to make your students concentrate on their lesson, start yourlesson by saying a joke, story related to lesson or by asking some questions like:1. Who can use the words degree and campus in sentences?

Step threeWord study: Read the words and their meanings on page 104 aloud and ask yourstudents to listen carefully. Don’t translate them in Dari or Pashto. Translation inDari or Pashto should be used as a last resort. Then, only translate the word, not thewhole pattern.Write the bolded words on page 104 on the blackboard. Call some of the students byname to come in front of the class and use them in sentences. If anyone can’t, givethe chance to the next student. Then, get some of the students to read the table aloud.

Step fourWord study: Ask your students to read the sentences on page 105 silently andcomplete them with the given words beside the table in their notebooks. Then, callsome of them individually to read the sentences aloud. If anyone fails to say thecorrect word for the sentence, give the chance to another student to do it.

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Exercise solution

Step fiveHomework: Ask your students to use the words on page 105 in sentences and writethem in their notebooks.

1. She got a good grade in the school-leaving exam soshe is going to university.

2. When he leaves university, he wants to work inengineering: building roads and bridges.

3. Polytechnic University was established in 1963.4. He will probably become a good veterinary surgeon

because he likes animals.5. She got a Bachelor of Arts degree from Kabul

Education University and then did some teacher-training before she became a teacher.

establishedveterinary surgeongradedegreeengineering

1. When we saw the children without any food, we felta lot of pity for them.

2. Their school campus covers several square hectares.3. I did not have time to go to the main office, so I went

to a local branch.4. The humanities include the study of literature and

history.5. Part of the study of management is the study of

economics.

branchpityhumanitieseconomicscampus

1. Perhaps we can do it in the future, but it is notpossible at present.

2. He is a very intelligent man. He always finds theanswers to our problems.

3. What a pity you failed the test. You must keep ontrying.

4. Can you ask me your question tomorrow? I am aboutto leave.

5. Ask your brother what happened. He is very keen onthat program.

intelligentabout tokeep onkeen onat present

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Unit eightLesson six

Objectives of the unit are to:talk/discuss about the future career of themselveslearn transitive and intransitive verbs and the using of commas with who, which and that.read paragraphs about Universities in Afghanistan.know the new words and use them in sentences.review some grammatical points such as: using of commas with who, which and that

Objective of the lesson:At the end of this lesson students should be able to:

know the use of commas with who. Which and that.

Pages: 106 – 107Period: (45) minutes.Teaching method: oral, visual, display, discussing, questions/answers and role play.Teaching materials: Blackboard, eraser, chalk.Teaching procedure: greetings, taking attendance, checking homework, connecting two lessons.Evaluation: questions and answers, oral, visual, display, etc.

Step oneSay to the students and get them to say back to you. However,the way of greetings to be varied to students in the class day by day like; Hello, Hi,Good morning and Good bye, etc.Write the date on the board, or you may call your students to do so.Take attendance of students in class and ask them if they have any problems.Ask the students something about their previous lesson to check their understandingof the topic and ask some of them for their homework.

Step twoEvaluation: Evaluate your students by asking some questions like:1. Who can define relative pronoun?2. Who can say the function of relative pronoun?

Brainstorming: In order to make your students concentrate on their lesson, start yourlesson by saying a joke, story related to lesson or by asking some questions like:1. Who can show relative pronoun by using it in a sentence?

Step threeRevision: Before reading the grammatical tables on page 106, ask your students ifthey can define and show them in sentences.Call some of the students to come in front of the class and use the relative pronounsin sentences. Then, call some of the students if they can tell the difference betweendefining clause and non-defining clause as well as saying sentences. Then, brieflydescribe the defining and non-defining clauses and show them practically by writingsentences on the blackboard. After that, call a few students to read the tables on page106 aloud.Before reading the sentences in the first table on page 107, ask some of the students ifthey can define and gerund and give example. Then, briefly describe it to the studentsand write down some sentences on the blackboard and practically show them thevarious usages of it. For example; as subject, object, object of preposition, etc.

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Tell your students that sentence with (about to + verb) show actions that arenearly to happen.For example:It is about to rain.Ahmad is about to graduate.Call two or three of the students to read the first table on page 107 aloud. Then, givethem time to read the sentences in part A on the third table silently. Tell them torewrite them in their notebooks the shorten sentences and take out the relative clause.After that, call some of them to read the shortened sentences aloud. If anyone fails indoing the task, call another student to do it.

Exercise solution

Give your students time to read the sentences in part B and complete them with thegiven words in the next table in the side. Then, call some of the students by name toread the filled sentences aloud. If anyone fails in doing the task, call another studentto do it.

Exercise solution

Step fourHomework: Ask your students to write a paragraph about a university and userelative pronoun and relative clause in it.

A. Shorten the clauses with who, which or that. If possible

1. KU (Kabul University), which was founded in 1931, is the largest university in

Afghanistan.

KU (Kabul University) is the largest university in Afghanistan.

2. Those students, who were sent to India, learned to speak excellent English.

Not possible

3. The number of students that are accepted by the universities is increased.

The number of students increased in universities.

4. KPU (Kabul Polytechnic University), which was opened in 1963, is very

beautiful.

KPU (Kabul Polytechnic University) is very beautiful.

5. KMU (Kabul Medical University), which is considered the leading centre for

Curative Medicine, Pediatric, Stomatology and Nursing, offers degrees in most

medical sciences.

KMU (Kabul Medical University) offer degrees in most medical siciences.

5

B. Complete these sentences using a phrase from the box on the right. Add-ing

to the verb if necessary.

1. She considered buying a new dress.

2. Suhail is about to drive to work.

3. The pilot is thinking about trying to land.

4. The plane is about to crash.

try to landdrive to workcrashbuy a new dress

5

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Unit NineLesson one

Objectives of the unit are to:talk/discuss about the biography of King Ghazi Amanullah Khanreview the simple past tense and while + the past continuous tenseread a topic about the biography and political life of King Ghazi Amanullah Khanknow the new words and use them in sentences

Objectives of the lesson:At the end of this lesson students should be able to:

talk and discuss about biography of King Amanullah Khanlearn the new words of the lesson.

Page: 109Period: (45) minutes.Teaching method: oral, visual, display, discussing, questions/answers and role play.Teaching materials: Blackboard, eraser, chalk.Teaching procedure: greetings, taking attendance, checking homework, connecting two lessons.

Evaluation: questions and answers, oral, visual, display, etc.Step one

Say to the students and get them to say back to you. However,the way of greetings to be varied to students in the class day by day like; Hello, Hi,Good morning and Good bye, etc.Write the date on the board, or you may call your students to do so.Take attendance of students in class and ask them if they have any problems.Ask the students something about their previous lesson to check their understandingof the topic and ask some of them for their homework.

Step twoEvaluation: Evaluate your students by asking some questions like:1. When can we use comma with who, which and that?2. Who can give some examples for verb-ing or verb (no ending)?

Brainstorming: In order to make your students concentrate on their lesson, start yourlesson by saying a joke, story related to lesson or by asking some questions like:1. Who is the founder of Afghanistan?2. Who had been the king of Afghanistan before King Amanullah Khan?

Step threeDiscussion: Write the title of the lesson on the blackboard (King Ghazi AmanullahKhan). Call some of your students to talk about it. Then, get the other students to askhim/ her questions.Ask the students to discuss about the biography of King Ghazi Amanullah Khan, ifthey don’t know and they were in need of your help, then help them providingnecessary information in their discussions.After that write the question in part 2 on page 109 on the blackboard. Read thequestions one by one aloud. Ask each question from two or three students to find outthe correct answer. Give them time to talk about it and give reasons. Don’tdiscourage the students who can’t give convictive reasons, instead let him talk.Because talking can improve his/ her speaking skill.

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Give the students time to look at the new words in part 3 of page 109 silently and askthem to find the best explanation of the words from the box. Then, call them in pairs.One student should read the word and another student should tell the correct meaningof the word.Finally, when the students get some information about King Amanullah Khan, getthem to discuss the general questions in part 4 either with you or with theirclassmates in the class.

Exercise solution: Part B.

a. Why did the people of Afghanistan entitle King Amanullah Khan as (Ghazi)?The people of Afghanistan entitled Amanullah Khan as “Ghazi”, because of his

courageous leadership of the nation in the third Anglo-Afghan war in 1919.b. What do you know about several trips of King Ghazi Amanullah Khan to abroad?

King Amanullah Khan made several trips to abroad to get the idea of the modernizationof Afghanistan and copy it in the country.

Part C.1. Display 1. Show

2. Generous 3. Like

3. Be fond of 2. Ready to give freely

4. Grandchildren 4. The children of your children

5. Schedule 5. Timetable

6. Subjects 6. Citizens of a country with a king or queen.

7. Meeting 7. A group of people talking

Part D.What do you know about King Ghazi Amanullah Khan’s political lifeand achievements?Amanullah Khan wanted Afghanistan to be free and independent in itspolicies, so he was fiercely against British political control over thecountry. He wanted to revoke the agreement which gave the Britishcontrol over Afghanistan’s foreign policy. The British resisted this move,and so began the Third Anglo-Afghan War in 1919. After the heroicstruggle of the people of Afghanistan, the British were defeated.Eventually, they surrendered and lost their control over Afghanistanforeign policy.

Step fourHomework: Ask your students to write a paragraph about King Amanullah Khan nadhis struggle against British Colonialism.

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Unit NineLesson two

Objectives of the unit are to:talk/discuss about the biography of King Ghazi Amanullah Khanreview the simple past tense and while + the past continuous tenseread a topic about the biography and political life of King Ghazi Amanullah Khanknow the new words and use them in sentences

Objective of the lesson:At the end of this lesson students should be able to.

know about the tomb of King Amanullah Khan and talk about it.

Page: 110Period: (45) minutes.Teaching method: oral, visual, display, discussing, questions/answers and role play.Teaching materials: Blackboard, eraser, chalk.Teaching procedure: greetings, taking attendance, checking homework, connecting two lessons.

Evaluation: questions and answers, oral, visual, display, etc.Step one

Say to the students and get them to say back to you. However,the way of greetings to be varied to students in the class day by day like; Hello, Hi,Good morning and Good bye, etc.Write the date on the board, or you may call your students to do so.Take attendance of students in class and ask them if they have any problems.Ask the students something about their previous lesson to check their understandingof the topic and ask some of them for their homework.

Step twoEvaluation: Evaluate your students by asking some questions like:8. Who can tell us the father name of Amanullah Khan?9. Where is the palace of King Amanullah Khan?

Brainstorming: In order to concentrate your students’ attention to their lesson, startyour lesson by saying a joke, story related to lesson or by asking some questions like:1. In which province is the tomb of King Amanullah Khan?3. Who loved a lot to develop education in Afghanistan?

Step threeConversation practice: Call some of the students to read and practice theconversation in column A on page 110 aloud. Help them in pronouncing of somedifficult words. Don’t translate it in Dari or Pashto. Translation in Dari or Pashtoshould be used as a last resort. Then, only translate the word, not the pattern.Give your students time to read column B and C on page 110 with their seat partnersand write a conversation like the one in column A in their notebooks.

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Call some of the pairs to stand up and read the conversation they have just written.Divide your students in pairs. Call them to make a conversation like the once incolumn A, B and C.Then, call the pairs to come in front of the class and practice the conversation aloud.At the end of the conversation ask your students the following questions.i. Where is the tomb of Amanullah Khan in Jalalabad?

ii. What is the name of the Garden attributed to Amanullah Khan in Jalalabad?

Step fourHomework: Ask your students to practice the conversation on column B and C athome and be ready for the other day discussion in the class.

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Unit NineLesson three

Objectives of the unit are to:talk/discuss about the biography of King Ghazi Amanullah Khanreview the simple past tense and while + the past continuous tenseread a topic about the biography and political life of King Ghazi Amanullah Khanknow the new words and use them in sentences

Objective of the lesson:At the end of this lesson students should be able to.

To remind the sentences with simple past tenseKnow about while + the past continuous tense

Pages: 111 - 114Period: (45) minutes.Teaching method: oral, visual, display, discussing, questions/answers and role play.Teaching materials: Blackboard, eraser, chalk.Teaching procedure: greetings, taking attendance, checking homework, connecting two lessons.

Evaluation: questions and answers, oral, visual, display, etc.Step one

Say to the students and get them to say back to you. However,the way of greetings to be varied to students in the class day by day like; Hello, Hi,Good morning and Good bye, etc.Write the date on the board, or you may call your students to do so.Take attendance of students in class and ask them if they have any problems.Ask the students something about their previous lesson to check their understandingof the topic and ask some of them for their homework.

Step twoEvaluation: Evaluate your students by asking some questions like:7. Who can say where is the factory of cotton?2. When was the Polytechnic established?

Brainstorming: In order to make your students concentrate on their lesson, start yourlesson by saying a joke, story related to lesson or by asking some questions like:1. Who can make some sentences explaining for simple past tense?2. Which tense shows the continuation of time in the past?

Step threeGrammar: Before reading the grammar parts on page 111 and 112, ask yourstudents if they have remembered the simple past tense. Then, call some of the students to explain the simple past tense and give someexamples. Then ask them to read the verbs in the box from grammar part on page111, if they didn’t know the meaning of any verbs from the box, ask other student totell the meaning of the verb.After that ask the students to explain the present continuous tense and give someexamples and ask other students who didn’t participate yet to explain past continuoustense with some examples.Then write the title of grammar point on the board (While + past continuous tense)with one example and give some information about.Time clauses with while:

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We can use a clause with while (‘during the period that’) or when todescribe a period of time with another clause to describe what happensat some point in that period of time. We often use while to connectclauses in which two things happen at the same time for the wholeperiod of time.

For example:While/When you were out, your mother called.Call some of the students by name to read the sentences in table on page 112 aloud.Don’t translate the sentences in Dari or Pashto.Get your students to read the sentences on page 113 silently. Tell them to completethe sentences with the correct form of the verbs given in brackets. Be careful that thestudents should use pencil not a pen. Then, ask some of them to read the sentencesaloud. If anyone makes mistake, give the chance to next students to do the task.

Exercise solution:1. While he was playing, he lost his keys.

2. While they were driving along the street, they saw an accident.

3. While you were sleeping, a man called at the door.

4. While it was raining, my clothes became wet.

5. While we were watching television, our father came home.

6. While I was doing my homework last night, I broke my pen.

7. While she was eating her soup, an insect fell into it.

8. While he was travelling, he became ill.

9. While they were talking, a policeman drove up in a car.

10. While we were waiting, we saw Tamim.

Ask the students to read the situations and the questions from grammar point on page114 silently and then tell them to answer the questions.

Exercise solution:1. What did they do while he was sitting in the lounge?

While he was sitting in the lounge, he called out his flight.

2. What happen while he was having a shower? While he was having a shower, the phone rang.

3. What happened while we were sitting in the garden? While we were sitting in the garden, a very loud plane flew over.

4. What happened while I was watching television? While I was watching television, a television broke down.

Step fourHomework: Ask your students to make ten sentences using while + past continuoustense and write them down in their notebooks.

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Unit NineLesson four

Objectives of the unit are to:talk/discuss about the biography of King Ghazi Amanullah Khanreview the simple past tense and while + the past continuous tenseread a topic about the biography and political life of King Ghazi Amanullah Khanknow the new words and use them in sentences

Objectives of the lesson:At the end of this lesson students should be able to.

read a topic about the political life of King Ghazi Amanullah Khanto talk about King Amanullah Khan’s struggle for the sovereignty of Afghanistan.

Pages: 115 - 116Period: (45) minutes.Teaching method: oral, visual, display, discussing, questions/answers and role play.Teaching materials: Blackboard, eraser, chalk.Teaching procedure: greetings, taking attendance, checking homework, connecting two lessons.

Evaluation: questions and answers, oral, visual, display, etc.Step one

Say to the students and get them to say back to you. However,the way of greetings to be varied to students in the class day by day like; Hello, Hi,Good morning and Good bye, etc.Write the date on the board, or you may call your students to do so.Take attendance of students in class and ask them if they have any problems.Ask the students something about their previous lesson to check their understandingof the topic and ask some of them for their homework.

Step twoEvaluation: Evaluate your students by asking some questions like:3. Who can explain time clause with while?4. Who can say some examples for while + past continuous tense?

Brainstorming: In order to make your students concentrate on their lesson, start yourlesson by saying a joke, story related to lesson or by asking some questions like:3. In which year King Amanullah Khan became the Amir of Afghanistan?4. Who can say, when Amanullah Khan was dethroned, where did he live

permanently?

Step threeReading: Read the text written about King Amanullah Khan aloud and ask yourstudents to listen to you carefully.Ask your students to read the text silently and underline the words they don’t know.Then, try to make them understanding the meaning of the words by saying and usingthem in various sentences. Don’t translate it in Dari or Pashto. Translation in Dari orPashto should be used as a last resort. Then, only translate the word not the wholepattern.Call them to read once again the text silently. Then, call two or three of the studentsto talk about it.

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Call some of the students to read the text, paragraph by paragraph aloud. Note thedifficult words and when they finished the reading, pronounce the difficult wordsaloud and ask the students to repeat them after you.

Step fourReading: Ask your students to read the sentences on page 116 silently. Tell them toput a T in the box if the sentence is true and F if it is wrong as well as the line numberin the next box.Call some of the students to read the sentences aloud and say whether that is true orfalse as well as its line number. If anyone makes any mistake, give the chance to thenext student to correct it.

Exercise solution:(T or F) Line (s)

1. King Ghazi Amanullah Khan was one of the very famous rulers of Afghanistan.

2. He became the King of Afghanistan in 1919.

3. Amanullah Khan wanted Afghanistan to be free and independent in its policies.

4. Amir Habibullah Khan was the founder of the new modern and independent Afghanistan.

True sentence: Amir Amanullah Khan was the founder of the new modern and independent Afghanistan.

5. He became an international hero, and was given the title of Emperor.

True sentence: He became a national hero and was given the title of Ghazi.6. Amanullah Khan changed his title from Amir to Padshah (King) in 1936.

True sentence: Amanullah Khan changed his title from Amir to Padshah (King) in 1926.

7. Ghazi Amanullah Khan died in 1998, and was buried in Kunar, near his uncle's tomb.

True sentence: Ghazi Amanullah Khan died in 1960, and buried in Jalalabad near his father’s tomb.

8. Amanullah Khan left Afghanistan and lived in exile in Italy and Switzerland.

9. Amanullah Khan’s plans of modernization were not accepted by the people.

10. The third Anglo-Afghan war began in 2003.

True sentence: the Third Anglo – Afghan war began in 1919.Step five

Homework: Ask your students try to find more information and write a paragraphabout the life of King Ghazi Amanullah Khan.

T 1 - 2

T 4 - 5

T 10

F 3

F 18

F 26

F 38

T 36

T 27-31

F 13

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Unit NineLesson five

Objectives of the unit are to:talk/discuss about the biography of King Ghazi Amanullah Khanreview the simple past tense and while + the past continuous tenseread a topic about the biography and political life of King Ghazi Amanullah Khanknow the new words and use them in sentences

Objective of the lesson:At the end of this lesson students should be able to.

know the meaning of new words and use them in different sentences.

Pages: 117 - 119Period: (45) minutes.Teaching method: oral, visual, display, discussing, questions/answers and role play.Teaching materials: Blackboard, eraser, chalk.Teaching procedure: greetings, taking attendance, checking homework, connecting two lessons.

Evaluation: questions and answers, oral, visual, display, etc.Step one

Say to the students and get them to say back to you. However,the way of greetings to be varied to students in the class day by day like; Hello, Hi,Good morning and Good bye, etc.Write the date on the board, or you may call your students to do so.Take attendance of students in class and ask them if they have any problems.Ask the students something about their previous lesson to check their understandingof the topic and ask some of them for their homework.

Step twoEvaluation: Evaluate your students by asking some questions like:3. Who became a national hero of Afghanistan om the third Anglo-Afghan war?2. In which year the Third Anglo – Afghan War was begun?

Brainstorming: In order to concentrate your students’ attention to their lesson, startyour lesson by saying a joke, story related to lesson or by asking a question like:3. Who can tell us, how one can find the meaning of a new word without using a

dictionary?Step three

Word study: Read the words and their definition on page 117 aloud and ask yourstudents to listen carefully. Don’t translate them in Dari or Pashto. Translation inDari or Pashto should be used as a last resort. Then, only translate the word, not thewhole pattern.Write the bolded words on page 117 on the blackboard. Call some of the students byname to come in front of the class and use them in sentences. If anyone can’t do thetask, give the chance to the next student to do it.Get some of the students to read the table aloud.

Step four

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Word study: Give your students time to read the words on page 118 silently. Callthem to choose the correct word from the box that match the definition and completethe sentence.Get the students to rewrite the sentences on their notebooks. Then, call some of themby name to read the completed sentences from their notebooks aloud. If anyone fails,give the chance to another student.Ask the students to write the correct words from the box in blankets of page 119 andthen copy the sentences in their notebooks.

Exercise solution:Page 118

1. Amanullah Khan was crowned the Amir of Afghanistan after the death of his father.

2.Amir Habibullah was assassinated in February 1919.

3.King Amanullah Khan was fiercely against British political control over the country.

4.Amanullah Khan wanted to revoke the agreement which gave the British control overAfghanistan’s foreign policy. The British resisted this move, and so began the ThirdAnglo – Afghan War in 1919.

5.After the heroic struggle of the people of Afghanistan, the British were defeated.

6.Afterwards, Amanullah Khan became a national hero, because of his courageous,leadership, against British colonialism; he was given the title “Ghazi”.

7.Amanullah Khan turned his attention towards the modernization of Afghanistan.

8.Amanullah Khan changed his title from Amir to Padshah (king) in 1926.

9.King Ghazi Amanullah Khan was one of the very famous rulers of Afghanistan.

Page 119

1. King Amanullah Khan was one of the national heroes, in Afghanistan.

2. Amanullah Khan was the founder of the new modern and independent Afghanistan.

3. Mr. Rahim arrived at the airport early.

4. Kabul University was graduating thousands of students before 1984.

5. By 2001, Afghanistan was serving several domestic destinations.

6. The Third Anglo – Afghan war began in 1919.

7. While I was visiting a friend in Jalalabad I went to Amir Shahid Garden.

Defeated arrivedassassinatedburiedvisiting

diedindependentgraduatingwarserving

founderhero

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8. The prime minister was assassinated by extremists.

9. He defeated the champion in two rounds.

10. King Amanullah Khan died in 1960, and was buried in Jalalabad near his father’stomb.

Step fiveHomework: Ask your students to use the words on page 117 of the book insentences and write them in their notebooks.

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Unit nineLesson six

Objectives of the unit are to:talk/discuss about the biography of King Ghazi Amanullah Khanreview the simple past tense and while + the past continuous tenseread a topic about the biography and political life of King Ghazi Amanullah Khanknow the new words and use them in sentences

Objectives of the lesson:At the end of this lesson students should be able to:

know time clause with past continuous tense and use it in sentences.know the usage of while in other tenses.

Pages: 120 – 123Period: (45) minutes.Teaching method: oral, visual, display, discussing, questions/answers and role play.Teaching materials: Blackboard, eraser, chalk.Teaching procedure: greetings, taking attendance, checking homework, connecting two lessons.

Evaluation: questions and answers, oral, visual, display, etc.Step one

Say to the students and get them to say back to you. However,the way of greetings to be varied to students in the class day by day like; Hello, Hi,Good morning and Good bye, etc.Write the date on the board, or you may call your students to do so.Take attendance of students in class and ask them if they have any problems.Ask the students something about their previous lesson to check their understandingof the topic and ask some of them for their homework.

Step twoEvaluation: Evaluate your students by asking some questions like:1. Who can say what is the difference between throne and dethrone?2. What do “crown and greet” mean?

Brainstorming: In order to make your students concentrate on their lesson, start yourlesson by saying a joke, story related to lesson or by asking some questions like:3. Who can use verb + ing at the beginning of the sentence?4. Who can tell us about the word which shows the clause of time?

Step threeRevision: Before reading the table on page 119, ask your student for definitions andexamples of time clause of “while” with past continuous tense. For example, ask oneof the students to define time clause and illustrate it in examples, if he couldn’t do thetask, call the next students to do it. Then, ask another students for definition of pastcontinuous tense and make examples.Call some of the students by name to read the tables aloud. Give your students time to read the table on page 120 silently and give them someinformation explaining it in examples on the board.Ask the students to look at the table on page 122 and in part A.tell them to change theorder of the sentences. If they begin with “While” change them so that they do not. Ifthey do not begin with While, change them so that they do. If the sentence beginswith While, you will need a comma and in part B. ask them to change the sentences,

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if they are with verb + ing change them to begin with the words as: because, whileand by at the end. If they do not begin with verb + ing make them do so.

Exercise solution:Part A.

1. While she was playing, she lost her watch.She lost her watch while she was playing.

2. I broke my pencil while I was writing the answers.While I was writing the answer, I broke my pencil.

3. While I was watching TV, the phone rang.The phone rang while I was watching TV.

4. Fahima broke a tooth while she was eating soup.While Fahima was eating soup, she broke her tooth.

5. We saw Ramish while we were standing at the bus stop.While we were standing at the bus stop, we saw Ramish.

6. While it was raining, the explorer collected water in a tin.The explorer collected water in a tin while it was raining.

Part B.1. Finding the door locked, the policemen broke it down.Because the door was locked, the policemen broke it down.

2. Working in a library, he found a very good book.While he was working in a library, he found a very good book.

3. Walking on the eggs, he broke them.By walking on the eggs, he broke them.

4. By using a tin-opener, he opened the tin.Using a tin-opener, he opened the tin.

5. While I was doing my homework, I broke my pen.Doing my homework, I broke my pen.

6. Because he has a car, he often drives into the streets.Having a car, he often drives into the streets.

fourStepHomework: Ask your students to write ten sentences, using verb + ing at thebeginning of the sentences.

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Unit tenLesson one

Objectives of the unit are to:talk/discuss about explorers in the Antarctic.learn the use of some and any in sentences . read paragraphs about scientists explorers in the Antarctic.know the new words and use them in sentences.learn grammatical issues such as; if + past perfect tense,…would have.

Objectives of the lesson:At the end of this lesson students should be able to:

talk and discuss about Antarctica.make conversation about Antarctica.

Pages: 122 – 123Period: (45) minutes.Teaching method: oral, visual, display, discussing, questions/answers and role play.Teaching materials: Blackboard, eraser, chalk.Teaching procedure: greetings, taking attendance, checking homework, connecting two lessons.Evaluation: questions and answers, oral, visual, display, etc.

Step oneSay to the students and get them to say back to you. However,the way of greetings to be varied to students in the class day by day like; Hello, Hi,Good morning and Good bye, etc.Write the date on the board, or you may call your students to do so.Take attendance of students in class and ask them if they have any problems.Ask the students something about their previous lesson to check their understandingof the topic and ask some of them for their homework.

Step twoEvaluation: Evaluate your students by asking some questions like:1. Who can define gerund and use it in sentences?2. Who can explain when do we use while clause?

Brainstorming: In order to make your students concentrate on their lesson, start yourlesson by saying a joke, story related to lesson or by asking some questions like:1. Who can tell us how many poles in the world are?2. What do poles look like?3. Who can say what the Antarctica is?

Step threeDiscussion: Before reading the questions given in the table on page 122, write thetitle “Explorers in the Antarcica” on the blackboard. Then, ask some of the studentsthese questions:How many continents are there in the world? Name them?Call some of the students if they can give more information about Antarctica, itsclimate, whether and so on.Ask some of the students to read the questions in part A on page 122 aloud andanswer them. If anyone can’t read them, encourage him to try his best, and askanother student to do the task.

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Name some continents and ask your students if they can talk about them. Forexample, talk about their weather, people, religion and etc.

More information about AntarcticaAntarctica is the world's fifth largest continent, occupying approximately 14 millionsquare kilometers. It is almost entirely covered by the ice sheet, which is an average2,000 meters thick and represents 90 per cent of the world's glacial ice. Antarctica isuninhabited. The Antarctic Treaty of 1959 reserved the continent for nonmilitary,scientific research.

Asia is the world's largest and most populous continent. It comprises about one thirdof the world's landmass and 60 per cent of the world's population. It is about 45million square kilometers. The estimated population for 1989 was 3 billion. Thehighest point in Asia, and the world, is Mount Everest (8,848 meters).

Europe is the world's second smallest continent, consisting of approximately 10million square kilometers. Its population in 1986 was about 700 million, which isabout one sixth of the world's population. Mont Blanc (4,807 meters) is the highestpoint in Europe. Main rivers include the Volga, Danube, Rhine, Vistula, Elbe, Rhne,and Oder.

North America is approximately one twelfth of the world's population. It is 24million square kilometers and in 1981 had a population of 376 million. One eighth ofthe land area is arable. Major river systems are the Columbia, Delaware, Hudson,Mackenzie, Mississippi, Missouri, Potomac, Rio Grande, and St Lawrence. MountMcKinley (6,193 meters) in Alaska is the highest point in North America.South America is approximately 18 million square kilometers in area, which is aboutone eighth of the world's land. The Andes are the world's second highest mountainchain, rising to 7,084 meters at Ojos del Salado. The Amazon is the world's largestriver basin. More than half of South America is forested, notably by the Amazonianrain forest. The estimated population of South America in 1990 was 297 million.The United States of America is a country in North America. It is often called theUSA. It is a member of NATO, ANZUS, and the Organization of American States.The United States emerged from the Second World War as a major world power.During the Cold War era the United States tried to prevent the USSR from extendingits sphere of influence. Concern about the spread of Communism led to theinvolvement of the United States in the Korean War (1950-53) and the Vietnam War (1964-75). During the administrations of Reagan andBush, the trade deficit and the federal budget deficit became major economicproblems. George Bush, of the Republican Party, was President from 1989 to 1993.Bill Clinton, a Democrat, was elected President in 1992 and took office in 1993. TheUnited States exports machinery, cars, chemicals, agricultural products, drinks, andtobacco.

Africa is the world's second largest continent, occupying over 30 million squarekilometers. The four longest rivers are the Nile, Za re, Niger, and Zambezi. MountKilimanjaro (5,895 meters) is the highest point. Africa's population is approximately642 million.

Australia Which looks like a huge island is one of the smallest continents in world. Itis a occupying over 25,760 kilometers. Australian’s population is more than 22million.

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Step fourConversation practice: Call some of the students to read and practice theconversation in column A on page 123 aloud. Help them in pronouncing some words.Don’t translate it in Dari or Pashto. Translation in Dari or Pashto should be use as alast resort. Then, only translate the word, not the pattern.Give your students time to read the words in column B on page 123 with their seatpartner and write a conversation like the one in column A in their notebooks.Call some of the pairs to stand up and read the conversation they have just written.Divide your students in pairs. Call them to make a conversation like the once incolumn A, B and C. Then, ask two of the students to voluntary come in front of theclass and make a conversation like the one in column A.

Step fiveHomework: Ask your students to choose a country and write down a paragraphabout it in their notebooks.

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Unit tenLesson two

Objectives of the unit are to:talk/discuss about explorers in the Antarctic.learn the use of some and any in sentences . read paragraphs about scientists explorers in the Antarctic.know the new words and use them in sentences.learn grammatical issues such as; if + past perfect tense,…would have.

Objectives of the lesson:At the end of this lesson students should be able to:

know the difference between some and any and use them correctly in speaking and writing.know indefinite pronoun.

Pages: 124 – 126Period: (45) minutes.Teaching method: oral, visual, display, discussing, questions/answers and role play.Teaching materials: Blackboard, eraser, chalk.Teaching procedure: greetings, taking attendance, checking homework, connecting two lessons.Evaluation: questions and answers, oral, visual, display, etc.Step one

Say to the students and get them to say back to you. However,the way of greetings to be varied to students in the class day by day like; Hello, Hi,Good morning and Good bye, etc.Write the date on the board, or you may call your students to do so.Take attendance of students in class and ask them if they have any problems.Ask the students something about their previous lesson to check their understandingof the topic and ask some of them for their homework.

Step twoEvaluation: Evaluate your students by asking some questions like:1. Who can talk about Antarctica?

Brainstorming: In order to concentrate your students’ attention to their lesson, startyour lesson by saying a joke, story related to lesson or by asking some questions like:1. Who can define an adjective?2. Who can use the word some in a sentence?3. Who can use the word any in a sentence?

Step threeGrammar: Before reading the grammatical tables on pages 124 and 125, ask someof the students if they can define an adjective and a pronoun and give examples.Write some sentences like: Would you like something to eat. Do you have anybooks? I have some books. I have some chalks on the blackboard, and ask thestudents if they can tell what is the function of “something, any or some” in thesentences. Then, describe them briefly the usage of some and any as adjective andindefinite pronoun, and show them practically by illustrating them in some sentenceson the blackboard. After that, call some of the students to use some and any insentences.

Call some of your students to read the tables on pages 124 and 125 by turn aloud.Give your students time to read the questions in part A on page 126 silently andanswer them according to the given instructions in the textbook in their notebooks.Then, call some of the students in pairs. One student should read the questions andanother student should give the answers. If anyone couldn’t answer correctly, callanother student to do the job.

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Exercise solution

Give your students time to read the sentences in part B on page 126 silently and writethe questions in their notebooks. Then, call some of the students in pairs. One studentshould read the questions and another student should give the answers. If anyonecouldn’t ask the questions correctly, call another student to do the task.

Exercise solution

Give your students time to read the sentences in part C on page 126 silently and writethe questions in their notebooks. Then, call some of the students in pairs. One studentto read the questions and another student should give the answers. If anyone couldn’task the questions correctly, call another student to do so.

Exercise solution

Step fourHomework: Ask your students to use indefinite pronoun in a paragraph.

A. Answer these questions with negative sentences.

1. Did you see anybody?No, we didn’t see anybody.

2. Did you go anywhere at the weekend?No, I didn’t go anywhere.

3. Can they tell us anything about the accident?No, they can’t tell you anything about it.

4. Could he reach anyone on the phone?No, he couldn’t reach anyone.

5. Did they leave anything from dinner?No, they didn’t leave anything from dinner.

B. Here are some answers, make questions for them.Did you visit anyone at the party?

1. No, I did not visit anyone.Did you find Ahmad somewhere?

2. No, we could not find him anywhere.Did she know anyone here?

3. No, she does not know anyone here.Was she able to say anything?

4. No, she was not able to say anything.Did you go anywhere in Thursday?

5. No, we did not go anywhere in Thursday.

C. Here are some answers, ask questions for them.Did you meet anyone?

1. Yes, I met my friend.Will someone open the window, please?

2. Yes, I will open the window.Was he able to say something?

3. Yes, he was able to say his name.Does she know anyone here?

4. Yes, she knows the girl in the corner.Did they go anywhere on Monday?

5. Yes, they went to the market on Monday.

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Unit tenLesson three

Objectives of the unit are to:talk/discuss about explorers in the Antarctic.learn the use of some and any in sentences . read paragraphs about scientists explorers in the Antarctic.know the new words and use them in sentences.learn grammatical issues such as; if + past perfect tense,…would have.

Objective of the lesson:At the end of this lesson students should be able to:

know Antarctic and talk about.

Pages: 127– 129Period: (45) minutes.Teaching method: oral, visual, display, discussing, questions/answers and role play.Teaching materials: Blackboard, eraser, chalk.Teaching procedure: greetings, taking attendance, checking homework, connecting two lessons.Evaluation: questions and answers, oral, visual, display, etc.

Step oneSay to the students and get them to say back to you. However,the way of greetings to be varied to students in the class day by day like; Hello, Hi,Good morning and Good bye, etc.Write the date on the board, or you may call your students to do so.Take attendance of students in class and ask them if they have any problems.Ask the students something about their previous lesson to check their understandingof the topic and ask some of them for their homework.

Step twoEvaluation: Evaluate your students by asking some questions like:1. Who can define pronoun and indefinite pronoun?2. Who can explain the use of “some and any” and use them in sentences?

Brainstorming: In order to concentrate your students’ attention to their lesson, startyour lesson by saying a joke, story related to lesson or by asking some questions like:1. Who can say how many continents are there in the world?2. Who can talk about one of the continent?3. Who can state what continent is covered with ice?

Step threeReading: Ask your students to read the paragraphs written about Scientists Explorerin the Antarctic silently and underline the words they don’t know. Ask them for thewords and write them on the blackboard, and try to teach the students the meaning ofthe words by saying and using them in different sentences. Don’t translate it in Darior Pashto. Translation in Dari or Pashto should be used as a last resort. Then, onlytranslate the word not the whole pattern.Call some of the students to read the text, paragraph by paragraph aloud. Note thedifficult words during the reading, and when they finished reading, pronounce themaloud and ask the students to repeat them after you.Ask the students to read the paragraph silently. Then, call some of them individuallyto stand up and talk about them.

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Give your students time to read the sentences on page 129 silently and complete themwith the given phrases in different letters as well as to write the line number in boxes.Then, call some of them individually to stand up, read the sentences and say whatphrase complete it as well as to say the line number. If anyone fails in doing the task,give the chance to another student to do it.

Exercise solution

Step fourHomework: Ask your students to write a paragraph about Australia. Give them hintthat they can find information in geography of grade nine.

1. The 1989 expedition had …….a. Only two peopleb. Only Americansc. Scientists from different countriesd. More than two Americans

3. Which part of the plan would come to an endof the expedition?a. Make the equipment readyb. Become physically fitc. Practice Antarctic traveld. Do research around the coastse. Share the information

5. On the boat, they could not have as much as onland.

a. Equipmentb. Waterc. Foodd. Clothes

7. When they were on the boat…a. they slept in tentsb. their clothes let moisture in

2. One aim was to research the amount of…in the Antarctic.a. Waterb. Equipmentc. Scienced. Pollution

4. The route was in the following order:

a. Chile, South Pole, Sea Voyageb. Chile, Sea Voyage, South Polec. South Pole, Chile, Antarcticad. Antarctica, Chile, home.

6. They slept in double sleeping bags because_______________.

a. There was little foodb. It was very coldc. Their equipment was for survivald. The boat crashed into an icebergc. It sankd. It crashed into an iceberg

Line (s) Answer

1 C

Line (s) Answer

19 E

Line (s) Answer

30 B

Line (s) Answer

37 A

Line (s) Answer

6 D

Line (s) Answer

27 A

Line (s) Answer

38 B

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Unit tenLesson four

Objectives of the unit are to:talk/discuss about explorers in the Antarctic.learn the use of some and any in sentences . read paragraphs about scientists explorers in the Antarctic.know the new words and use them in sentences.learn grammatical issues such as; if + past perfect tense,…would have.

Objective of the lesson:At the end of this lesson students should be able to:

know the meaning of the new words and use them in speaking and writing.

Pages: 130– 131Period: (45) minutes.Teaching method: oral, visual, display, discussing, questions/answers and role play.Teaching materials: Blackboard, eraser, chalk.Teaching procedure: greetings, taking attendance, checking homework, connecting two lessons.Evaluation: questions and answers, oral, visual, display, etc.

Step oneSay to the students and get them to say back to you. However,the way of greetings to be varied to students in the class day by day like; Hello, Hi,Good morning and Good bye, etc.Write the date on the board, or you may call your students to do so.Take attendance of students in class and ask them if they have any problems.Ask the students something about their previous lesson to check their understandingof the topic and ask some of them for their homework.

Step twoEvaluation: Evaluate your students by asking some questions like:1. Who can deliver a few minutes speech about Antarctica?

Brainstorming: In order to make your students concentrate on their lesson, start yourlesson by saying a joke, story related to lesson or by asking some questions like:1. Who can use the words “challenging and memory” in sentences?

Step threeWord study: Read the words and their meanings on page 130 aloud and ask yourstudents to listen carefully. Don’t translate them in Dari or Pashto. Translation inDari or Pashto should be used as a last resort. Then, only translate the word, not thewhole pattern.Write the bolded words on page 130 on the blackboard. Call some of the students byname to come in front of the class, and use them in sentences. If anyone can’t, givethe chance to the next student. Then, get some of the students to read the table aloud.

Step fourWords study: Give your students time to read the sentences on page 131 silently andcomplete them with the given words in the table. Then, call some of them by name toread the completed sentences aloud. If anyone fails to read it correctly, give thechance to another person to do the task.

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Exercise solution

1. A …………….is a long journey or trip, usually by sea.

A voyage is a long journey or trip, usually by sea

2. To …………….means to change something to match another purpose or environment.

To adapt means to change something to match another purpose or environment.

3. An…………….is a journey or voyage with a scientific purpose.

An expedition is a journey or voyage with a scientific purpose.

4. Something which is ……………tests a person's ability.

Something which is challenging tests a person's ability.

5. ………………temperatures are temperatures below 0o Centigrade.

Sub-zero temperatures are temperatures below 0o Centigrade.

6. A………………is an advantage or a good thing.

A benefit is an advantage or a good thing.

7. ……………….means working together or helping each other.

Cooperation means working together or helping each other.

8. To……………..something is to control the amount which someone receives.

To ration something is to control the amount which someone receives.

9. …………………is water in small amounts in the air.

Moisture is water in small amounts in the air.

10. ………………….is the ability to remember something.

Memory is the ability to remember something.

Step fiveHomework: Ask your students to use the words in the table on page 131 in sentencesand write them in their notebooks.

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Unit tenLesson five

Objectives of the unit are to:talk/discuss about explorers in the Antarctic.learn the use of some and any in sentences . read paragraphs about scientists explorers in the Antarctic.know the new words and use them in sentences.learn grammatical issues such as; if + past perfect tense,…would have.

Objective of the lesson:At the end of this lesson students should be able to:

know conditional sentences (if clauses) and use them correctly.

Pages: 132– 134Period: (45) minutes.Teaching method: oral, visual, display, discussing, questions/answers and role play.Teaching materials: Blackboard, eraser, chalk.Teaching procedure: greetings, taking attendance, checking homework, connecting two lessons.Evaluation: questions and answers, oral, visual, display, etc.

Step oneSay to the students and get them to say back to you. However,the way of greetings to be varied to students in the class day by day like; Hello, Hi,Good morning and Good bye, etc.Write the date on the board, or you may call your students to do so.Take attendance of students in class and ask them if they have any problems.Ask the students something about their previous lesson to check their understandingof the topic and ask some of them for their homework.

Step twoEvaluation: Evaluate your students by asking some questions like:1. Who can use the words “moisture and rubbish” in sentences?

Brainstorming: In order to make your students concentrate on their lesson, start yourlesson by saying a joke, story related to lesson or by asking some questions like:1. Who can tell us what conditional sentences are?2. How many kinds of conditional sentences do we have?

Step threeRevision: Before reading the first two grammatical tables on page 132, ask yourstudents to define the conditional sentence. Then, write some of the sentences on theblackboard like:1. If they study hard, they pass the exam.2. If you studied hard, you would pass the exam.3. If you had studied hard, you would have passed the exam.Now ask your students if they could say the different types of the conditionalsentences. If they could not explain them, you have to describe them that the firstsentence is real condition the action may happen, the second and third sentences areunreal condition, in which the actions not happened, and we just imagine if the actionhappened what it would be like.Call two or three students to read the first and second grammatical tables on page 132aloud. Then, give them time to read third grammatical table and write whether the

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sentences are facts or only imagination. After that, call some of the students to readthe sentences aloud and tell the class if they are a facts or only imagination. If he/ shemakes mistake, call another student to correct him/her.

Exercise solution

Call two or three students to read the table on page 133 aloud. Then, give them timeto read the situations on pages 133 and 134 silently and write them conditionalsentence with if + past perfect like the one in example. After that, call some of themindividually to read the situation and the sentences aloud. If anyone fails in doing thetask, call another student to do it.

Exercise solution

1. You did not watch that TV program.

The next day your friend told you that you would have enjoyed it.

If I had watched that TV program, I would have enjoyed it.

2. It was raining very hard. You wanted to go out. Your father told you to wait, but you went out and got wet.

Five minutes later, the rain stopped.

If I had waited five minutes, the rain would have stopped.

3. Kabir did not study very hard. He failed the test.

If he had studied hard, he would have passed the test.

4. Maryam tried to explain why she was late, but her teacher did not let her.

If Maryam's teacher had let her, she would have explained why she was late.

5. Omer liked his job, but the money was bad. So he left.

If the money had been good, he would have stayed.

6. Tawfiq had a car accident. He lost a lot of blood. He nearly died, but a doctor stopped the bleeding.

If the doctor had not stopped the bleeding, he would have died.

7. Barialay wanted to buy a car. The one he wanted cost 20, 000. Afghanis. He only had 18, 000. Afghanis. So he

did not buy it.

If he had 20,000 Afghanis, he would have bought the car.

8. Friba did not go to school this morning. She had a headache. But she wanted to go.

If she had not had a headache, she would have gone to school.

9. I went to bed very late. I was tired the next morning.

If you had not gone to bed early, you would not have been tired next morning.

Step fourHomework: Ask your students to write a paragraph about Asia and use there twoconditional sentences at least.

Read these sentences. Say if each one is fact or something imagined. Did they really happenor not?

1. Scientists went to the Antarctic. They did some research. (Fact)2. If they had not gone there, they would not have learned to ski. (imagined)3. If they had not had a boat, they would not have sailed around Antarctic. (imagined)4. The boat crashed into an iceberg and part of it was knocked off. (Fact)5. If the boat had not crashed, part of it would not have been knocked off. (imagined)

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Unit elevenLesson one

Objectives of the unit are to:talk/discuss about calligraphy.Review some grammatical points such as: comprising people and things.Read a topic about calligraphyKnow the new words and use them in sentences.

Objectives of the lesson:

At the end of this lesson students should be able to:have information about calligraphy.to discuss and talk about calligraphy.

Page: 138Period: (45) minutes.Teaching method: oral, visual, display, discussing, questions/answers and role play.Teaching materials: Blackboard, eraser, chalk.Teaching procedure: greetings, taking attendance, checking homework, connecting two lessons.

Evaluation: questions and answers, oral, visual, display, etc.Step one

Say to the students and get them to say back to you. However,the way of greetings to be varied to students in the class day by day like; Hello, Hi,Good morning and Good bye, etc.Write the date on the board, or you may call your students to do so.Take attendance of students in class and ask them if they have any problems.Ask the students something about their previous lesson to check their understandingof the topic and ask some of them for their homework.

Step twoEvaluation: Evaluate your students by asking some questions like:1. Who can use if + past perfect and would have?2. Who can say a sentence that shows the fact then change it in imagine?

Brainstorming: In order to make your students concentrate on their lesson, start yourlesson by saying a joke, story related to lesson or by asking some questions like:1. Who can name some scripts in Dari?2. Have you ever faced with the Nastaliq script in Dari?

Step threeDiscussion: Write the title of the lesson on the blackboard (calligraphy) and you’reyour students what it means. Call some of the students to talk about it. Then, get theother students to ask him/her questions.

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Ask the students to discuss about the calligraphy, how was the early time calligraphydid they cover precious historical innocent? If they don’t know and need your needyou have to help them in their discussions.After that write the questions on page 138 on the blackboard. Read the questions oneby one aloud. Ask each question from two or three students to find out the correctanswer. Give them time to talk about it and give reasons. Don’t discourage thestudents who can’t give convictive reasons, instead let him talk. Because talking canimprove his/ her speaking skill.

Step fourHomework: Ask your students to write the difference between calligraphy in earlytime and present time.

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Unit elevenLesson two

Objectives of the unit are to:talk/discuss about calligraphy.review some grammatical points such as: comprising people and things.read a topic about calligraphyknow the new words and use them in sentences.

Objective of the lesson:At the end of this lesson students should be able to.

talk about their terrible handwriting.

Page: 139Period: (45) minutes.Teaching method: oral, visual, display, discussing, questions/answers and role play.Teaching materials: Blackboard, eraser, chalk.Teaching procedure: greetings, taking attendance, checking homework, connecting two lessons.

Evaluation: questions and answers, oral, visual, display, etc.Step one

Say to the students and get them to say back to you. However,the way of greetings to be varied to students in the class day by day like; Hello, Hi,Good morning and Good bye, etc.Write the date on the board, or you may call your students to do so.Take attendance of students in class and ask them if they have any problems.Ask the students something about their previous lesson to check their understandingof the topic and ask some of them for their homework.

Step twoEvaluation: Evaluate your students by asking some questions like:1. Who can tell us being a calligraphist is a good job?2. Who can explain the scripts he knows about them?

Brainstorming: In order to make your students concentrate on their lesson, start yourlesson by saying a joke, story related to lesson or by asking some questions like:1. Who can tell us that having a good handwriting will have a positive role in their

daily life?

Step threeConversation practice: Call some of the students to read and practice theconversation in column A on page 139 aloud. Help them in pronouncing some words.Don’t translate it in Dari or Pashto. Translation in Dari or Pashto should be use as alast resort. Then, only translate the word, not the pattern.Give your students time to read column B and C on page 139 with their seat partnersand write a conversation like the one in column A in their notebooks.

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Call some of the pairs to stand up and read the conversation they have just written.Divide your students in pairs. Call them to make a conversation like the once incolumn A, B and C.Then, call the pairs to come in front of the class and practice the conversation aloud.At the end of the conversation ask your students the following questions.1. Where can you correct your handwriting?2. Is this correct that you can improve your spoken English by making more

conversation?

Step fourHomework: Ask your students to practice the conversation on column B and C athome and be ready for the other day lesson to act in front of class.

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Unit elevenLesson three

Objectives of the unit are to:talk/discuss about calligraphy.review some grammatical points such as: comprising people and things.read a topic about calligraphyknow the new words and use them in sentences.

Objectives of the lesson:At the end of this lesson students should be able to.

to compare people and thingsknow about superlative adjective

Pages: 140 - 143Period: (45) minutes.Teaching method: oral, visual, display, discussing, questions/answers and role play.Teaching materials: Blackboard, eraser, chalk.Teaching procedure: greetings, taking attendance, checking homework, connecting two lessons.

Evaluation: questions and answers, oral, visual, display, etc.Step one

Say to the students and get them to say back to you. However,the way of greetings to be varied to students in the class day by day like; Hello, Hi,Good morning and Good bye, etc.Write the date on the board, or you may call your students to do so.Take attendance of students in class and ask them if they have any problems.Ask the students something about their previous lesson to check their understandingof the topic and ask some of them for their homework.

Step twoEvaluation: Evaluate your students by asking some questions like:1. Who can say the benefits of making conversations?2. Is this important to learn arithmetic?Brainstorming: In order to make your students concentrate on their lesson, start yourlesson by saying a joke, story related to lesson or by asking some questions like:1. Who can compare his/her class with other classes in the school?2. Who can make the superlative form of the “intelligent and popular” adjectives?

Step threeGrammar: Before reading the grammar parts on page 140 and 141, ask yourstudents if they have remembered the comparative adjectives. Then, call some of the students to explain the comparative adjective and give someexamples. Then ask them to read the verbs in the table from grammar part on page140, if they didn’t know the meaning of any verbs from the table, ask other studentsto tell the meaning of the verb.After that ask the students to explain the superlative degree and give some examples,and ask other students who didn’t participate yet to explain superlative adjective withsome examples.Call some of the students by name to read the sentences in table on page 141 aloud.Don’t translate the sentences in Dari or Pashto.Get your students to read the sentences on page 142 silently. Tell them to completethe sentences with the correct form of the adjectives which have been given in the

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brackets and tell them to decide if they should use –er or -est. Be careful that thestudents should use pencil not a pen. Then, ask some of them to read the sentencesaloud. If anyone make mistake, give the chance to next students.

Exercise solution:1. Hamid is the tallest student in the class.

2. That car is safer than the other one.

3. This exercise is easier than the last one.

4. Which is the best football team in Afghanistan?

5. One English script is clearer than the others.

6. A propeller plane is normally is the slowest jet plane.

7. This is the worst winter weather for ten years.

8. Many people say that Dari and Pashto are simpler than English to learn.

9. This summer is hotter than the last.

10. That shop sells the coldest soft drinks in this area.

Ask the students to read the sentences from grammar point on page 143 silently andthen tell them to complete the sentences, use the words in brackets and decide if theyshould use –er or –est..

Exercise solution:1. Kabul University is older than Kabul Educational University.2. Which English script is the most beautiful of all?3. Kabul University is the largest in Afghanistan.4. My father’s English is more fluent than mine.5. Joe was more warm-hearted than Pip’s sister.6. Who is the kindest person you know?7. That restaurant makes the best food in town.8. People say that English is more difficult than Dari and Pashto to learn.9. In the world in general, tea is more popular than coffee.10. Is learning grammar more important than learning new words?

Step fourHomework: Ask your students to write ten examples in the comparative adjectivesand the superlative adjectives.

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Unit elevenLesson four

Objectives of the unit are to:talk/discuss about calligraphy.review some grammatical points such as: comprising people and things.read a topic about calligraphyknow the new words and use them in sentences.

Objectives of the lesson:At the end of this lesson students should be able to.

read a topic about calligraphyto talk about calligraphy

Pages: 144 - 146Period: (45) minutes.Teaching method: oral, visual, display, discussing, questions/answers and role play.Teaching materials: Blackboard, eraser, chalk.Teaching procedure: greetings, taking attendance, checking homework, connecting two lessons.

Evaluation: questions and answers, oral, visual, display, etc.Step one

Say to the students and get them to say back to you. However,the way of greetings to be varied to students in the class day by day like; Hello, Hi,Good morning and Good bye, etc.Write the date on the board, or you may call your students to do so.Take attendance of students in class and ask them if they have any problems.Ask the students something about their previous lesson to check their understandingof the topic and ask some of them for their homework.

Step twoEvaluation: Evaluate your students by asking some questions like:1. Who can tell us an example of the superlative adjective?2. Who can explain why we use “er” at the end of an adjective?

Brainstorming: In order to make your students concentrate on their lesson, start yourlesson by saying a joke, story related to lesson or by asking some questions like:1. Who can name some scripts in English?2. Is the art of calligraphy an important form of art for Muslims?

3. Where have you seen the art of calligraphy?

Step threeReading: Read the text written about calligraphy aloud and ask your students tolisten carefully.Ask your students to read the text silently and underline the words they don’t know.Then, try to make them understanding the meanings of the words by saying and usingthem in various sentences. Don’t translate it in Dari or Pashto. Translation in Dari orPashto should be used as a last resort. Then, only translate the word not the wholepattern.Call them to read once again the text silently. Then, call two or three of the studentsto talk about the topic.Call some of the students to read the text, paragraph by paragraph aloud. Note thedifficult words during the reading, and when they finished the reading, pronounce the

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difficult words aloud and ask the students to repeat them after you. Show yourstudents the examples of the different scripts of English language in the next page

Step fourReading: Ask your students to read the sentences on page 116 silently. Tell them toput T in the box if the sentence is true and F if it is wrong, and while the line numberin the next box as well.Call some of the students to read the sentences aloud and say whether that is true orfalse, and point out its line number. Write out the correct statements if they put F forthe sentence. If anyone make mistake, give the chance to the next student.

Exercise solution:(T or F) Line (s)

1. The Dari/Pashto calligrapher can use three different scripts.

There are different scripts Dari/Pashto calligraphers can use them.

2. There are many different scripts in English.

3. Calligraphy is probably the most important form of art in the West.

Calligraphy is probably the most important form of art for Muslim.

4. Calligraphy is more popular now than it was some time ago.

5. Gothic script was developed in Italy.

Gothic script was developed in northern Europe.

6. Italic script is used to emphasize things in printing.

Step fiveHomework: Ask your students to write a paragraph about calligraphy in the pasttime.

F

6

T 23 - 24

F 40 - 41

T 72 - 73

F

T

1 - 2

11 - 12

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Unit elevenLesson five

Objectives of the unit are to:talk/discuss about calligraphy.review some grammatical points such as: comprising people and things.read a topic about calligraphyknow the new words and use them in sentences.

Objective of the lesson:At the end of this lesson students should be able to.

know the meaning of new words and use them in different sentences.

Pages: 147 - 148Period: (45) minutes.Teaching method: oral, visual, display, discussing, questions/answers and role play.Teaching materials: Blackboard, eraser, chalk.Teaching procedure: greetings, taking attendance, checking homework, connecting two lessons.

Evaluation: questions and answers, oral, visual, display, etc.Step one

Say to the students and get them to say back to you. However,the way of greetings to be varied to students in the class day by day like; Hello, Hi,Good morning and Good bye, etc.Write the date on the board, or you may call your students to do so.Take attendance of students in class and ask them if they have any problems.Ask the students something about their previous lesson to check their understandingof the topic and ask some of them for their homework.

Step twoEvaluation: Evaluate your students by asking some questions like:1. Who can tell us if calligraphy is used in the Holy Quran as well?

2. Which script is the most common?

Brainstorming: In order to make your students concentrate on their lesson, start yourlesson by saying a joke, story related to lesson or by asking a question like:

1. If you don’t know the meaning of the word, can you use it in a meaningfulsentence?

Step threeWord study: Read the words and their meanings on page 147 aloud and ask yourstudents to listen to your carefully. Don’t translate them in Dari or Pashto.Translation in Dari or Pashto should be used as a last resort. Then, only translate theword, not the whole pattern.Write the bolded words on page 147 on the blackboard. Call some of the students byname to come in front of the class and use them in sentences. If anyone can’t do thetask, give the chance to the next student to do it.Get some of the students to read the table aloud.

Step fourWord study: Give your students time to read page 148 silently. Call them to choosethe correct word from the box that match the given meanings and complete thesentences.Get the students to rewrite the sentences on their notebooks. Then, call some of themby name to read the completed sentences from their notebooks aloud. If anyone failsin doing the task, give the chance to another student to do it.

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Exercise solution:Page 148

1. I am going to send you my brother a card to wish him a happy Eid.

2.Before we can give a job, we must see a sample of your work.

3.I like that picture. Now I must find a frame for it before I hang it on the wall.

4.If you want to know how to pronounce a word correctly, ask a native speaker.

5.The number of accidents has declined since the government introduced the new speed limit.

6.The new book is emphasized with photographs and drawings.

7.The speaker illustrated the important words in every sentence which he spoke.

8.They decorated their bedroom with new carpets and furniture.

9.Elephants are common in Africa. You see them in many places there.

10. Many people like tea. In fact, it is one of the most popular drinks in the world.

11. On the wall, there was a page from the Holy Quran framed in gold.

12. Italic printing is slanted to the left.

Step fiveHomework: Ask your students to use the words on page 147 of the book insentences, and write them in their notebooks.

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Unit elevenLesson six

Objectives of the unit are to:talk/discuss about calligraphy.review some grammatical points such as: comprising people and things.read a topic about calligraphyknow the new words and use them in sentences.

Objectives of the lesson:At the end of this lesson students should be able to:

know comparative and superlative adjectives and use them in sentencesknow the centuries and the years

Pages: 149 – 151Period: (45) minutes.Teaching method: oral, visual, display, discussing, questions/answers and role play.Teaching materials: Blackboard, eraser, chalk.Teaching procedure: greetings, taking attendance, checking homework, connecting two lessons.

Evaluation: questions and answers, oral, visual, display, etc.Step one

Say to the students and get them to say back to you. However,the way of greetings to be varied to students in the class day by day like; Hello, Hi,Good morning and Good bye, etc.Write the date on the board, or you may call your students to do so.Take attendance of students in class and ask them if they have any problems.Ask the students something about their previous lesson to check their understandingof the topic and ask some of them for their homework.

Step twoEvaluation: Evaluate your students by asking some questions like:1. Who can make a sentence with the word “a native speaker”?2. Are you receiving cards for Eid, New Year vocations?

Brainstorming: In order to make your students concentrate on their lesson, start yourlesson by saying a joke, story related to lesson or by asking some questions like:1. Who can say 5 words which have three syllables?

2. What is the opposite of “more and the most”?

Step threeRevision: Before reading the table on page 149, ask your student to definecomparative and superlative adjectives and illustrate them in examples. For example,ask one of the students to define comparative adjective and say an example for it, ifhe couldn’t do the job, call the next students to do it. Then, ask another students fordefinition of superlative adjective and examples.Call some of the students by name to read the tables aloud.Ask three of your students to look at the table on page 150 and tell one student toread the first column, the second student should read the second column and the thirdstudent should read the last column. Ask them to remember the centuries in English.Ask the students to complete the sentences with the words in the brackets and tellthem to decide if they should use “er or est, more than or the most”.

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Exercise solution:Part A.

1. Roman script is more common than Gothic Script.

2. Roman script is the easiest of the three English scripts to read

3.Which is the most popular soft drink in Afghanistan?

4.Jamshid is younger than Rabbani.

Part B.1.Mr. Hamid is more generous than his brother. He gives lots of money to the poor but his

brother gives less.

2.He is the most careful man in the world.

Part C.1. Iran is bigger than Afghanistan.

2.He is taller than his elder brother.

fourStepHomework: Ask your students to write five sentences for the centuries in English.

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Unit twelveLesson one

Objectives of the unit are to:talk/discuss about the expansion of the Holy Mosque at Makkah Al-Mokarramahlearn some grammatical points such as: adjectives made from more than one word, countable and uncountablenouns.read paragraphs about the expansion of the Holy Mosque at Makkah Al-Mokarramah.know the new words and use them in sentences

Objectives of the lesson:At the end of this lesson students should be able to:

have information about the expansion of the holy mosque Makkah AL-Mokarramahto discuss and talk about the expansion of the holy mosque Makkah AL-Mokarramah

Page: 153Period: (45) minutes.Teaching method: oral, visual, display, discussing, questions/answers and role play.Teaching materials: Blackboard, eraser, chalk.Teaching procedure: greetings, taking attendance, checking homework, connecting two lessons.

Evaluation: questions and answers, oral, visual, display, etc.Step one

Say to the students and get them to say back to you. However,the way of greetings to be varied to students in the class day by day like; Hello, Hi,Good morning and Good bye, etc.Write the date on the board, or you may call your students to do so.Take attendance of students in class and ask them if they have any problems.Ask the students something about their previous lesson to check their understandingof the topic and ask some of them for their homework.

Step twoEvaluation: Evaluate your students by asking some questions like:1. Who can say the years of 18th century?2. Who can write the years of 2000 to 2099?

Brainstorming: In order to make your students concentrate on their lesson, start yourlesson by saying a joke, story related to lesson or by asking some questions like:1. Have you ever gone for Hajj pilgrimage?

2.In which country the holy mosque at Makkah Al –Mokarramah is located?

Step threeDiscussion: Write the title of the lesson on the blackboard (the expansion of the holymosque at Makkah Al-Mokarramah). Call some of your students to talk about it.Then, get the other students to ask him/ her questions.Ask the students to discuss about the expansion of the holy mosque at Makkah Al-Mokarramah, if they don’t know and need helping, you have to help them in theirdiscussions.After that write the questions in part A on page 153 on the blackboard. Read thequestions one by one aloud. Ask each question from two or three students to find outthe correct answer. Give them time to talk about it and give reasons. Don’tdiscourage the students who can’t give convictive reasons, instead let him talk.Because talking can improve his/ her speaking skill.

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Give the students time to look at the new words in part B on page 153 silently andask them to find the best explanation of the words from the box. Then call them inpairs, one student should read the word and another student should tell the correctmeaning of the word.Finally, when the students get some information about the holy mosque, ask them todiscuss the general questions in part C. with you and their classmates.

Step fourHomework: Ask your students to find more information about the holy mosque atMakkah AL-Mokarramah and write a paragraph describing the Holy Mosque.

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Unit twelveLesson two

Objectives of the unit are to:talk/discuss about the expansion of the holy mosque at Makkah Al-Mokarramahlearn some grammatical points such as: adjectives made from more than one word, countable and uncountablenouns.read paragraphs about the expansion of the holy mosque at Makkah Al-Mokarramah.know the new words and use them in sentences

Objective of the lesson:At the end of this lesson students should be able to.

talk about buildings, rooms and minarets of the Holy mosque.

Page: 154Period: (45) minutes.Teaching method: oral, visual, display, discussing, questions/answers and role play.Teaching materials: Blackboard, eraser, chalk.Teaching procedure: greetings, taking attendance, checking homework, connecting two lessons.

Evaluation: questions and answers, oral, visual, display, etc.Step one

Say to the students and get them to say back to you. However,the way of greetings to be varied to students in the class day by day like; Hello, Hi,Good morning and Good bye, etc.Write the date on the board, or you may call your students to do so.Take attendance of students in class and ask them if they have any problems.Ask the students something about their previous lesson to check their understandingof the topic and ask some of them for their homework.

Step twoEvaluation: Evaluate your students by asking some questions like:1. Who can say the meaning of worshipper?2. Who can tell us in which city of Saudi the Holy Mosque is located?

Brainstorming: In order to make your students concentrate on their lesson, start yourlesson by saying a joke, story related to lesson or by asking some questions like:1. Who can explain the Kabe Sharif before the first Saudi expansion, were there any

escalators, staircases and air-conditions?Step three

Conversation practice: Call some of the students to read and practice theconversation in column A on page 154 aloud. Help them in pronouncing some words.Don’t translate it in Dari or Pashto. Translation in Dari or Pashto should be use as alast resort. Then, only translate the word, not the pattern.Give your students time to read column B and C on page 154 with their seat partnersand write a conversation like the one in column A in their notebooks.Call some of the pairs to stand up and read the conversation they have just written.Divide your students in pairs. Call them to make a conversation like the once incolumn A, B and C.

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Then, call the pairs to come in front of the class and practice the conversation aloud.At the end of the conversation ask your students the following questions.1. Before the expansion of the Holy Mosque, for how many worshippers it had

rooms?2. Who can say the total area of Polytechnic University?

Step fourHomework: Ask your students to practice the conversation in column B and C athome and make themselves ready for the other day lesson to act in front of the class.

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Unit twelveLesson three

Objectives of the unit are to:talk/discuss about the expansion of the holy mosque at Makkah Al-Mokarramahlearn some grammatical points such as: adjectives made from more than one word, countable and uncountablenouns.read paragraphs about the expansion of the holy mosque at Makkah Al-Mokarramah.know the new words and use them in sentences

Objectives of the lesson:At the end of this lesson students should be able to.

Know adjectives that made from more than one wordKnow countable and uncountable nouns

Pages: 155 - 156Period: (45) minutes.Teaching method: oral, visual, display, discussing, questions/answers and role play.Teaching materials: Blackboard, eraser, chalk.Teaching procedure: greetings, taking attendance, checking homework, connecting two lessons.

Evaluation: questions and answers, oral, visual, display, etc.Step one

Say to the students and get them to say back to you. However,the way of greetings to be varied to students in the class day by day like; Hello, Hi,Good morning and Good bye, etc.Write the date on the board, or you may call your students to do so.Take attendance of students in class and ask them if they have any problems.Ask the students something about their previous lesson to check their understandingof the topic and ask some of them for their homework.

Step twoEvaluation: Evaluate your students by asking some questions like:1. Who can explain the room of the terminal at Kabul airport, how many passengers

it can handle in a day?

Brainstorming: In order to make your students concentrate on their lesson, start yourlesson by saying a joke, story related to lesson or by asking some questions like:1. Who can explain hyphen and what kind of punctuation is it?2. Who can write the shape of hyphen at the blackboard?

Step threeGrammar: Before reading the grammar parts on page 155 and 156, ask yourstudents if they have remembered the adjectives. Then, call some of the students to explain the adjective and give some examples.Then ask them to read the sentences in the table from grammar part on page 155, ifthey do not know the meaning of any verbs from the table, ask other student to tellthe meaning of the verb.After that ask the students to look at the hyphen in the sentences and give them alittle information about the hyphen; hyphen is the punctuation mark that joins twowords together, or shows that a word has been divided into two parts at the end ofone line and the beginning of the next, for example, There should be a hyphen in‘short – sighted’?

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Call some of the students by name to read the sentences in table on page 156 aloudand ask them to explain the countable and uncountable nouns. Don’t translate thesentences in Dari or Pashto.

Step fourHomework: Ask your students to write ten examples for adjectives that made frommore than one word.

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Unit twelveLesson four

Objectives of the unit are to:talk/discuss about the expansion of the holy mosque at Makkah Al-Mokarramahlearn some grammatical points such as: adjectives made from more than one word, countable and uncountablenouns.read paragraphs about the expansion of the holy mosque at Makkah Al-Mokarramah.know the new words and use them in sentences

Objectives of the lesson:At the end of this lesson students should be able to.

to complete the sentences with appropriate adjectivesknow countable and uncountable nouns from the words study section of the lesson

Pages: 157 - 159Period: (45) minutes.Teaching method: oral, visual, display, discussing, questions/answers and role play.Teaching materials: Blackboard, eraser, chalk.Teaching procedure: greetings, taking attendance, checking homework, connecting two lessons.

Evaluation: questions and answers, oral, visual, display, etc.Step one

Say to the students and get them to say back to you. However,the way of greetings to be varied to students in the class day by day like; Hello, Hi,Good morning and Good bye, etc.Write the date on the board, or you may call your students to do so.Take attendance of students in class and ask them if they have any problems.Ask the students something about their previous lesson to check their understandingof the topic and ask some of them for their homework.

Step twoEvaluation: Evaluate your students by asking some questions like:1. Who can explain a countable noun?2. Who can give two examples for an uncountable noun?

Brainstorming: In order to make your students concentrate on their lesson, start yourlesson by saying a joke, story related to lesson or by asking some questions like:1. Who can describe; why we use “the most and more than” in grammatical view

point?2. What are the abbreviations of countable and uncountable nouns in dictionary?

Step threeGrammar: Before reading the sentences of grammar parts on page 157, ask yourstudents, if they have remembered the adjectives and its kinds. Then, call some of the students to explain the adjective and give some example.Then ask them to read the sentences from grammar part on page 157 and answer thequestions from the brackets, tell them to follow the example.After that ask the students to explain the countable and uncountable nouns and givesome examples and ask other students who didn’t participate yet to explain countableand uncountable nouns with some examples.Call some of the students by name to read the sentences in table on page 158 aloud.Don’t translate the sentences in Dari or Pashto.

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Get your students to read the words study of this unit and ask them to make a list ofall the countable and uncountable nouns on page 159. Be careful that the studentsshould use pencil not a pen. Then, ask some of them to read the words aloud. Ifanyone makes mistake, give the chance to next students to do the task.

Exercise solution:Part A:

1.This note has a value of ten Afghani.

It is a ten-Afghani-note.

2.That boy is 13 years old.

He is a 13-year-old boy.

3.That building has eight floors.

It is an eight-floor- building.

4.That apartment has two rooms.

It is a two-room-apartment.

5.That bridge is ten meters wide.

It is a ten-meter-wide bridge.

6.This lesson lasts 45 minutes.

It is a 45-minute-lesson.

7.His car has four doors.

It is a four-door-car.

8.Our Holiday lasts two weeks.

It is a two-week-holiday.

9.Our watch counts 24 hours every day.

It is a 24-hour-watch.

10. That tent can hold three persons.

It is a three-person-tent.Step four

Homework: Ask your students to write ten sentences using countable nouns and tensentences using uncountable nouns in them.

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Unit twelveLesson five

Objectives of the unit are to:talk/discuss about the expansion of the holy mosque at Makkah Al-Mokarramahlearn some grammatical points such as: adjectives made from more than one word, countable and uncountablenouns.read paragraphs about the expansion of the holy mosque at Makkah Al-Mokarramah.know the new words and use them in sentences

Objectives of the lesson:At the end of this lesson students should be able to.

read a topic about the expansion of the Holy Mosque at Makkah Al-Mokarramahto talk about the Holy Mosque at Makkah Al-Mokarramah

Pages: 160 - 164Period: (45) minutes.Teaching method: oral, visual, display, discussing, questions/answers and role play.Teaching materials: Blackboard, eraser, chalk.Teaching procedure: greetings, taking attendance, checking homework, connecting two lessons.

Evaluation: questions and answers, oral, visual, display, etc.ep oneSt

Say to the students and get them to say back to you. However,the way of greetings to be varied to students in the class day by day like; Hello, Hi,Good morning and Good bye, etc.Write the date on the board, or you may call your students to do so.Take attendance of students in class and ask them if they have any problems.Ask the students something about their previous lesson to check their understandingof the topic and ask some of them for their homework.

Step twoEvaluation: Evaluate your students by asking some questions like:

1. Who can tell us; are coffee, tea and juice countable nouns?2. Uncountable nouns are the nouns that we can count them, is it correct?

Brainstorming: In order to concentrate your students’ attention to their lesson, startyour lesson by saying a joke, story related to lesson or by asking some questions like:1. In which country the Zamzam water is available?2. Who laid the foundation stone for a new addition to the Holy Mosque at Makkah

Al-Mokarramah?Step three

Reading: Read the text written about the expansion of the Holy Mosque at MakkahAl-Mokarramah aloud and ask your students to listen carefully.Ask your students to read the text silently and underline the words they don’t know.Then, try to them understanding the meaning of the words by saying and using themin various sentences. Don’t translate it in Dari or Pashto. Translation in Dari orPashto should be used as a last resort. Then, only translate the word not the wholepattern.Call them to read once again the text silently. Then, call two or three of the studentsto talk about it.

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Call some of the students to read the text, paragraph by paragraph aloud. Note thedifficult words and when they finished reading, pronounce the difficult words aloudand ask the students to repeat after you. And show them the examples of thedifferent scripts of English language in the next page

Step fourReading: Ask your students to read the sentences on page 164 silently. Tell them toput T in the box if the sentence is true, and F if it is wrong, while the line numbers inthe next box as well.Call some of the students to read the sentences aloud and say whether that is true orfalse as well as its line number, and then write out the correct statements if they putF. If anyone makes mistake, give the chance to the next student.

Exercise solution:T or F) Line (s)

1. (The Holly Mosque in Makah was expanded eight times between theyear 1 AH and 1375 AH.

2. The total area of the Mosque is now 730, 000m2 The total area of the Mosque is 361,000m.

3. The new annex has been built on the western side of the Mosque.

4. The mosque now has total of fourteen secondary entrances.

The Mosque now has a total of three main entrances and twenty- sevensecondary entrances.

5. The new escalators can handle 15. 000 people every day.

The new escalators can handle 15.000 people per hour.

6. There are 96 taps for Zamzam water in the new building.

Step fiveHomework: Ask your students to write paragraph about Hajj performances.

F 13

T 18-19

22-23F

F 37-38

T 44-45

T 6-7

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Unit twelveLesson six

Objectives of the unit are to:talk/discuss about the expansion of the holy mosque at Makkah Al-Mokarramahlearn some grammatical points such as: adjectives made from more than one word, countable and uncountablenouns.read paragraphs about the expansion of the holy mosque at Makkah Al-Mokarramah.know the new words and use them in sentences

Objective of the lesson:At the end of this lesson students should be able to.

know the meaning of new words and use them in different sentences.

Pages: 165 - 166Period: (45) minutes.Teaching method: oral, visual, display, discussing, questions/answers and role play.Teaching materials: Blackboard, eraser, chalk.Teaching procedure: greetings, taking attendance, checking homework, connecting two lessons.

Evaluation: questions and answers, oral, visual, display, etc.eStep on

Say to the students and get them to say back to you. However,the way of greetings to be varied to students in the class day by day like; Hello, Hi,Good morning and Good bye, etc.Write the date on the board, or you may call your students to do so.Take attendance of students in class and ask them if they have any problems.Ask the students something about their previous lesson to check their understandingof the topic and ask some of them for their homework.

Step twoEvaluation: Evaluate your students by asking some questions like:1. Who can say for how many worshippers there are rooms?

2. Who can tell the total area of the Holly Mosque?

Brainstorming: In order to make your students concentrate on their lesson, start yourlesson by saying a joke, story related to lesson or by asking a question like:1. Who can make sentences about plaza and loudspeaker?

Step threeWord study: Read the words and their definition on page 165 aloud and ask yourstudents to listen carefully. Don’t translate them in Dari or Pashto. Translation inDari or Pashto should be used as a last resort. Then, only translate the word, not thewhole pattern.Write the bolded words on page 165 on the blackboard. Call some of the students byname to come in front of the class and use them in sentences. If anyone can’t do thetask, give the chance to the next student to do it properly.Get some of the students to read the table aloud.

Step fourWord study: Give your students time to read page 166 silently. Call them to choosethe correct word from the box that match the given meanings and complete thesentences accordingly.

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Get the students to rewrite the sentences on their notebooks. Then, call some of themby name to read the completed sentences from their notebooks aloud. If anyone failsin doing the task, give the chance to another student to do it.

Exercise solution:1. We wanted to put five suitcases into the family car but there was only room for four.

2. I cannot walk up all those stairs. Let’s take the escalator.

3. Go and turn on the sprinkler to water the garden.

4. What’s the time? The clock is too far away. I cannot see it.

5. We heard the call to prayer from the mosque over the loudspeaker in the minaret.

6. They opened all the windows and ventilated the bedroom.

7. The prince laid the foundation stone for the new school.

8. Their old house consisted of seven rooms.

9. The family bought a car which was so large that it accommodated all of the includingsix children.

10. Macbeth aided by his wife killed King Duncan.

11. The ground floor of their new house has an area of 200 square.

12. It is often difficult for elderly people to cross the road. We should always try to helpthem.

13. Afghanistan’s main product cotton. Wheat is a product for the country.

14. Today the temperature is 50 C. This is very cold for November. The normal temperaturefor this time of the year is 150C.