2. Ask students to look at the table at the top of page 47. Tell students that an object complement is an adjective (or adjective phrase) or noun (or noun phrase) that relates to the object. Encourage students to ask questions about object complements.

1. Write these two sentences on the board,

Millie was tired.

Playing basketball made Millie tired.

Ask students to compare the two sentences. In the first sentence, “tired” is the predicative of the sentence whereas in the second sentence, “tired” is the object complement that describes the object of the sentence (Millie).

7.　　　 Once students have finished, ask the class to check the answers with you.

Part C

6.　　　 Explain to students that in the exercise on page 46 they must identify the different types of the sentences and write the correct answers in the blanks. This is a fairly simple exercise. Students can work out their own.

5.　　　 Tell students the basic use of a statement is to give information, e.g., “Millie wrote to Sigmund Friend for advice.” The negative form of this statement is “Millie did not write to Sigmund Friend for advice.”　 Some statements do more than give information. They can also be used to ask for information, express approval or sympathy, thank someone, give orders or provide an offer.　

Tell students the basic use of a question is to ask for information, e.g., “When do you usually go to school?” We can also use questions in other ways, such as making requests, e.g., “Can I have a cup of tea, please?” making suggestions, e.g., “Shall we bring more water?”, making offers, e.g., “Can I help?” or asking for permission, e.g., “May I come in?”

Tell students that the imperative form is the base form of the verb. The imperative is used to give orders or to get someone to do something. When giving orders, you expect the person will obey. For example, when I say “Stop making so much noise!”, I mean that “You should stop making noise.” An imperative can also be used to give suggestions, warnings, instructions, invitations or good wishes.

Tell students that an exclamation is a sentence spoken with emphasis. We can use “what” or “how” to start an exclamation, e.g.,

“How lucky we are today!”

“What a lucky day!”

4.　　　 Go through the table at the top on page 46. Ask students if they have any questions. Make sure they understand the four types of sentences.

3.　　　 Ask a student to come to the front of the class and write the sentence in the right column. If the answer is correct, he / she can choose the next students to the front to continue. If not, you choose the next student.

2.　　　 Ask students to make up a sentence in each blank on the right according to the requirement on the left. Students make up their own sentences on a piece of paper. Less able students can work in pairs. Encourage more able students to work on their own.

1.　　　 As a warm-up activity, write the following form on the board:

Statement (positive)
Statement (negative)
Question
Imperative
Exclamation

5. Once students have finished, choose one student to play the part of Millie and another student to play the part of Sigmund. Ask them to read the conversation aloud. Check for incorrect answers and mispronunciation. For weaker classes, ask several pairs of students to read one exchange each.

　Part B