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Lo primero que debe quedar bien establecido a propósito de "To need" es

que tiene dos significados: necesitar y ser menester.

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En este sentido "need" es verbo normal. Se acompaña, por tanto, de "do",

"does" y "did" en frases negativas e interrogativas.

- Do you need a car?

¿Necesitas un automóvil?

- You don't need a car

No necesitas un coche

- Did she need a car?

¿Necesitaba ella un carro?

Cuando se emplea "need" en este sentido de necesidad, un verbo que siga

inmediatamente después debe ir en gerundio.

- He needs helping

El necesita ayuda

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Con este sentido no es frecuente el uso de "to need" en frases afirmativas.

En frases interrogativas y negativas podemos conjugar ± need - con "do" o sin do
para expresar ligeras diferencias de matiz en el significado.

Se emplea "need" con   principalmente para expresar acciones

habituales, y sin 
 más bien para referirse a una ocasión particular.






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 - Does one always need to tip?

¿Es necesario dar siempre propina? (Habitual.)

- Need I tip the maid?

¿Es necesario que dé propina a la doncella?

(Particular)

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- You should stay at hotels where you don't need to tip.

Deberías alojarte en hoteles donde no tengas que dar propinas

(Habitual.)

- As there's a service charge we needn't give anything

Como hay un cargo por servicio no es preciso que demos nada.

(Particular.)

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No está de más al llegar aquí recordar que "needn't to o "don't", doesn't"

"need to", no es sino una de las formas negativas de "MUST", el equivalente de
"DON´T HAVE TO". Ahora bien, "must" tiene dos formas negativas:

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&   Cursos de PNL online La experiencia hace la diferencia

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Se usa "mustn't" cuando va implícita una prohibición:

- He musn't take his luggage

El no debe llevar el equipaje

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 Se usan "don't need to", "needn't" o "don't nave to" cuando no hay implícita
prohibición, sino el sentido de "no es necesario.":

- You don't need to come

- You needn't come No tienes que venir.
- You don't have to come






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"Need" con el sentido de "must" no se emplea con frecuencia en oraciones

afirmativas en el pasado. Para la forma interrogativa se usa más frecuentemente
la forma "did we have to?"

- Did we have to write a letter?

¿Fue necesario escribir una carta?

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Cuando se trata de frases negativas, debemos distinguir claramente entre

"didn't need to´ y "needn't have". Obsérvese la diferencia entre estas frases:

- He didn't need to give him anything

No necesitó darle nada

No era necesario dar, y nada se dio

- He needn't have given him anything

No tenía por qué haberle dado nada

Tampoco aquí era necesario dar nada, pero en este caso sí se dio algo.


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También aquí la forma negativa es la única corrientemente usada.

 - You won't need to take a train

No necesitarás tomar el tren

- He won't need to wear a suit

No necesitarás llevar un traje

En los demás casos se emplea "have to".

- He will have to give a forwarding address

Tendrá que dar una dirección para el envió de la correspondencia.

- Will they have to pay the bill?

¿Tendrán que pagar la cuenta?

- Won't they have to send him the parcel?

¿No tendrán que enviarle el paquete?

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Ooooooooooo heyyyyyy
Oh i'm missin' you
Baby i'm missin' you
Oooo ooo ooo.... ya o o o o ......
Baby i'm missing you

Things'll never be the same with out you...

What did i do to deserve this

I didn't even get one last kiss, from you
Oh baby god took your love from me
He needed an angel so it seems
I need to feel your hands all over me
I need to feel you kissing me
I need to feel you holding me
I need to feel your touch
Cause i miss your love so much
And i can't keep on living this way
I need you here with me
Why did he take you away, from me

It's hard for me to tell you i love you

As i'm standing over your grave
And i know i'll never hear your voice again
Why did you leave me
Why couldn't you just stay
Because my world is nothing, without you
Now i don't know what to do, with myself

I would've given you anything

Just to make you happy
Just to hear you say, that you love me one last time
I'd go to hell back over and over again
Just to prove to you how much i need you here
There is nothing that i wouldn't do
I'd cry for you
I'd lie for you
And there's no doubt that if i could take your place in heaven
I would die for you, yes i would
I would rather give up my life
Than to see tears in your eyes
I can't stand to see you cry

Cause it's hard for me to tell you i love you

As i'm standing over your grave
And i know i'll never hear your voice again
Why did you leave me
Why couldn't you just stay babe
Because my world is nothing, without you
Now i don't know what to do, with myself

I just don¶t know what to do with myself

I can¶t stop looking at those pictures on my shelf
Knowing it was just one week ago, stood there and took that picture
There just one thing that i wanna know
Why would god want to hurt me so bad
Does he know how much it hurts to be missing you
Baby i¶m missing you
Baby i¶m missing you

I love you oohh god dammit i love you

Why did he did he take you away from me
Because i love you so...
I miss you so much baby i just can¶t go on baby
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R u
 o familiarize the students with the sounds of nglish and

with some basic vocabulary.

R ^ R
 halk, halkboard, Handouts, Name tags

R RRN Pages 11, 12, & 13

R PRu
R ntroduce yourself to the class. ee page 13. ^ake name
tags and pass them out to the class members. egin greetings. ee page 13.
Refer to methods, pages 11 & 12.

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uN Quiz orally and informally.

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R u
 o familiarize students with simple commands. t the

conclusion of the lesson, each student will be able to understand and give
at least ten common commands.

R ^ R
 halk/chalkboard

 R RRN Pages 15, 21, 24, 26, & 34

R PRu
R egin with a review of the material covered on day one.
hen demonstrate the following commands "tand up," "it down,"
"ome here," "upen the door." or additional commands, refer to pages
21 and 34. or method to be used, refer to page 21. ntroduce the forms of
the verb  . ee pages 15 and 26. urganize a line-up. ee page 24. ry
to work only in the present tense.

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uN successful line-up will serve as an indicator of the
understanding of the spoken commands.

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R u
 o familiarize students with the common methods of

forming questions. tudents will also learn the counting numbers to one
hundred. tudents will expand their vocabulary with the vocabulary
suggestions found on page two.

R ^ R
 halk/chalkboard

R RRN Pages 16, 17, 43 & 45

 R PRu
R egin with a brief review of the material covered during
the last two lessons. ntroduce the "Wh" words     
,
etc. and give examples of their usage. Give particular attention to the
subject/verb reversal, see pages 16 and 17. emonstrate the position of the
verb as the first word in a question. or the method to be used, refer to
page 16. Give attention to the verb. t this point, it's okay to introduce
simple questions framed in the past as they are so common. or example,
" id he....?" (page 45).

R 

uN Give a short written quiz as follows. Write a few simple
statements on the board such as, "You are a good student." sk the
students to change the statements to questions noting the subject/verb
reversal. or example, " re you a good student?" Write the answers on the
board and ask the class to correct any mistakes they might have made.
hen, as an additional reinforcement, ask those who would like to, to read
their answers aloud. Reverse the procedure and ask the questions first
having the students give their answers.

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R u
 o review the use of the verb   and to expand

vocabulary

R ^ R
 halk/chalkboard

R RRN Pages 12, 13 & 15

 R PRu
R
se page 12 to practice vocabulary.
se the method found
on page 13.
se some of the exercises found on pages 30-47. rill orally.

R 

uN Quiz orally and informally.

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R u
 o complete a full review of all material covered. o

answer any final questions.

R ^ R
 opies of all available materials in nglish including

newspapers, worksheets, and anything else you can locate.

R PRu
R
tilize an informal conversational method.

R 

uN uffer the students an opportunity to evaluate both the
class and your presentation of it.

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 R u
 o review the sounds and basic vocabulary of nglish. o
introduce the eacher to the class and vice-versa. o begin journals.

R ^ R
 halk/chalkboard

R RRN Pages 11, 12, 13, 16, 43

R PRu
R ntroduce yourself. llow the various members of the
class to introduce themselves.
se the method found on page 13. orm
two concentric circles facing each other. sk students to say something
interesting about themselves to the person they are facing. he two circles
then rotate in opposite directions. he students reintroduce themselves to
the new person they're facing and say something about the person they had
faced previously. his process is repeated until the class has gone full
circle. t may be necessary to have two or three groups operating at the
same time due to class size. he purpose is to encourage the use of
nglish. t is important to have this procedure clearly worked out in your
mind before you begin.
astly, describe journals and how they differ from
diaries. he last activity of the day will consist of a grammar drill from
page 43.

R 

uN Quiz the class orally concerning the information they
were supposed to have gained from their classmates during the first
exercise. on't attempt to evaluate the second activity. llow the students
to correct their own work with a friend and take the papers home with
them. hey can turn the grammar drills in the following day for your
comments.

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R u
 o review and reinforce the use of the verb  be. o teach
the proper use of articles o discuss progress with journals. o discuss
student expectations.

R ^ R
 halk/chalkboard

R RRN Pages 13, 14, 18 & 34

R PRu
R egin with some polite conversation. "Hello, How are
you? id you sleep well?" Read the method sheet on page 13. ontinue
with a discussion of the journals.
se the method sheet on page 14 for the
introduction of articles. Review the basic rules for the use of the verb 
. sk the class to complete the worksheets found on page 33. ntroduce
the game "wenty Question" found on page 18 and play it once or twice.

R 

uN n oral quiz of the use of articles and the verb  

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R u
 o introduce cooperative learning in the nglish classroom.

o gain experience with the use of contractions.

R ^ R
 halk/chalkboard

 R RRN Pages 24 & 32

R PRu
R
se the method sheet on page 24. mploy the "orners "
technique-using favorite activity as a device to form the groups. Work
through the activity as described in the method sheet. When the "orners"
activity has been completed, turn to the worksheet on contractions found
on page 32 and work through it.

R 

uN When you are satisfied that the idea is firmly implanted,
give a short quiz from the chalkboard.

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R u
 o reintroduce the game "wenty Questions." o introduce

the form for questions in the past tense. o encourage completion of the
journals.

R ^ R
 halk/chalkboard

R RRN Pages 18, 39, 43 & 45

 R PRu
R
se page 18 to explain the game "wenty Questions."
Work through the game two or three times using the different approaches
described in the method sheet.
sing pages 34 and 45 from the exercise
section, explain how we form questions in the past tense. sk the students
to make up some questions of their own. Write them on the board. Review
the nature and the purpose of a journal.

R 

uN Quiz the students on their understanding of questions in
the past tense.

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