Date 16/03/2012 Class Level: Intermediate
Lesson type and subject: Introduction to tenses- Conjugating verbs for present simple/present continuous and past simple/past continuous tenses.
Materials: Timeline, worksheet, handout, picture flashcards, board game, overhead projector. Realia- ball, board rubber, pen.
Lesson objective: Students are able to conjugate verbs efficiently and recognise the difference between the tenses that are created.
Assumptions: Students already understand present tense verb forms, can use present tense auxiliary verbs and know the differences between action verbs and stative verbs.
Anticipated problems and solutions:
1. Confusion over how to identify whether tenses are simple/continuous based on the form of the verb.
2. Handout provides some examples of how tenses change depending on the verb form.
1. Students do not understand which auxiliary verb needs to be used in past continuous tense.
2. Lesson and worksheet on how to use was and were.
Strategy 1: Interaction Patterns T>S S>T S>S
Purpose: Elicit examples of past simple tenses from students during a discussion and presentation.
Presentation/warm-up T>S S>T
1. Write the topic of the lesson on the board and a verb tense timeline to fill in as you go. Begin by casually asking students questions that will involve answers from the simple present/continuous tense and then ask them whether their answer is simple or continuous. What sport do you like to play? What do you like to eat? Do you like running or cycling? Use picture flashcards, what is the cat doing? Use Realia, what am I doing? When students identify whether it is simple or continuous, write the verb up on the timeline. In a different colour pen write the suffix of the verb.
2. After reviewing present tenses hand out the worksheet and write all the verb forms for the past simple/continuous tenses on the timeline including the verbs mentioned in the previous exercise. Elicit examples of the simple past tense from students, write the question on the board “what did you do last weekend?” Using the board as a reference students should be able to pronounce the correct verb for the simple past tense.
Strategy 2: Interaction Patterns T>S S>T
Purpose: Students will understand how the auxiliary and main verbs change in the past continuous tense.
Lesson and worksheet
1. Write sentences on the board that use was, wasn’t, were and weren’t, describe how was/wasn’t can replace is and am. Also describe how were/weren’t can replace are to form the past continuous tense. Show how was becomes were when there is more than one. Use picture flashcards again and also use false statements to procure wasn’t and weren’t from the students. Was the cat playing football last weekend? Were the dogs racing last weekend?
2. Hand out worksheet, the worksheet contains sentences from all four tenses that have been taught, the verbs are missing and the students have to fill in the correct form from a list of choices.
3. Students feedback their answers, write them on the board.
Strategy 3: Interaction Patterns S>S S>T
Purpose: Practice fluency of the simple/continuous present and the simple/continuous past through a board game found at http://www.esl-galaxy.com/boardgames/presenttensesboard.pdf
Class Board Game
1. Begin by displaying the board game on an overhead projector. Explain the rules and give instructions. There are two rounds. The first round practices simple/continuous present. The second game is modified to practice simple/continuous past.
2. The class splits into two teams, they use the cue words in the orange boxes and combine them with a verb in the white box. For every correct sentence the team advances one space. If they make an error and the opposing team can correct them, the first team is knocked back a space. If a team meets on any of the spaces then a round of rock, paper, scissors decides who gets a red card and goes back to the beginning.
3. Repeat the same game using simple/continuous past.
Strategy 4:
Purpose: Students review their knowledge in their own time.
(Optional) Homework
1. Students must devise on their own three sentences each for the simple present, present continuous, simple past and past continuous using it, we and they. Students must highlight the auxiliary verb (if used) and the main verb.
Lesson type and subject: Introduction to tenses- Conjugating verbs for present simple/present continuous and past simple/past continuous tenses.
Materials: Timeline, worksheet, handout, picture flashcards, board game, overhead projector. Realia- ball, board rubber, pen.
Lesson objective: Students are able to conjugate verbs efficiently and recognise the difference between the tenses that are created.
Assumptions: Students already understand present tense verb forms, can use present tense auxiliary verbs and know the differences between action verbs and stative verbs.
Anticipated problems and solutions:
1. Confusion over how to identify whether tenses are simple/continuous based on the form of the verb.
2. Handout provides some examples of how tenses change depending on the verb form.
1. Students do not understand which auxiliary verb needs to be used in past continuous tense.
2. Lesson and worksheet on how to use was and were.
Strategy 1: Interaction Patterns T>S S>T S>S
Purpose: Elicit examples of past simple tenses from students during a discussion and presentation.
Presentation/warm-up T>S S>T
1. Write the topic of the lesson on the board and a verb tense timeline to fill in as you go. Begin by casually asking students questions that will involve answers from the simple present/continuous tense and then ask them whether their answer is simple or continuous. What sport do you like to play? What do you like to eat? Do you like running or cycling? Use picture flashcards, what is the cat doing? Use Realia, what am I doing? When students identify whether it is simple or continuous, write the verb up on the timeline. In a different colour pen write the suffix of the verb.
2. After reviewing present tenses hand out the worksheet and write all the verb forms for the past simple/continuous tenses on the timeline including the verbs mentioned in the previous exercise. Elicit examples of the simple past tense from students, write the question on the board “what did you do last weekend?” Using the board as a reference students should be able to pronounce the correct verb for the simple past tense.
Strategy 2: Interaction Patterns T>S S>T
Purpose: Students will understand how the auxiliary and main verbs change in the past continuous tense.
Lesson and worksheet
1. Write sentences on the board that use was, wasn’t, were and weren’t, describe how was/wasn’t can replace is and am. Also describe how were/weren’t can replace are to form the past continuous tense. Show how was becomes were when there is more than one. Use picture flashcards again and also use false statements to procure wasn’t and weren’t from the students. Was the cat playing football last weekend? Were the dogs racing last weekend?
2. Hand out worksheet, the worksheet contains sentences from all four tenses that have been taught, the verbs are missing and the students have to fill in the correct form from a list of choices.
3. Students feedback their answers, write them on the board.
Strategy 3: Interaction Patterns S>S S>T
Purpose: Practice fluency of the simple/continuous present and the simple/continuous past through a board game found at http://www.esl-galaxy.com/boardgames/presenttensesboard.pdf
Class Board Game
1. Begin by displaying the board game on an overhead projector. Explain the rules and give instructions. There are two rounds. The first round practices simple/continuous present. The second game is modified to practice simple/continuous past.
2. The class splits into two teams, they use the cue words in the orange boxes and combine them with a verb in the white box. For every correct sentence the team advances one space. If they make an error and the opposing team can correct them, the first team is knocked back a space. If a team meets on any of the spaces then a round of rock, paper, scissors decides who gets a red card and goes back to the beginning.
3. Repeat the same game using simple/continuous past.
Strategy 4:
Purpose: Students review their knowledge in their own time.
(Optional) Homework
1. Students must devise on their own three sentences each for the simple present, present continuous, simple past and past continuous using it, we and they. Students must highlight the auxiliary verb (if used) and the main verb.
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