Unit 6

UNIT 6 WORKSHEET

Task 1 – Identify the following tenses, giving your reason for the identification:

a) Peter went to the cinema yesterday evening.

This sentence uses the past simple tense. It is talking about an action completed at a definite time in the past. Peter already went and left the cinema and is done with that action. In this case, the definite time is yesterday evening. Also, went is the past simple form of go.

b) He had been living there for most of his life.

This sentence is in the past perfect continuous tense. It is describing an action in the past that had been going on continuously and we don’t know if it will or will not continue after. In addition, the sentence matches the form of the past perfect continuous tense: subject + had + been + verb + ing.

c) I was sleeping at 2.00AM.

It is the past continuous tense. The sentence expresses an action, which began before that time and probably continued after it. This sentence implies that I was in the middle of sleeping at 2 and that I had started sleeping before 2. Additionally, the sentence fits the past continuous tense form: subject + was/were + verb +ing.

d) John and Mary hadn’t been there before.

This is the negative form of the past perfect tense. It describes a past action that precedes the past. It is the past viewed from another past viewpoint. Before this moment, John and Mary had never been in at this specific location. Also, it matches the negative form of the past perfect tense: subject + had + not + past participle (be-been).

Task 2 – State as many usages as possible of the past tenses below, with an example sentence for each usage (not a sentence from the unit!).

a) Past simple

1. For a past action when the time is given- The man entered the bank at 5:40. Five minutes later, he ran out the door.

2. When the time is asked about- When did the bowling alley close? It closed about an hour ago.

3. When the action clearly took place at a definite time even though this time is not mentioned- I saw the Eiffel Tower in France.

b) Past continuous

1. For interrupted past actions- She was doing homework when she saw the black cat in the window.

2. Used without a time expression, it can indicate gradual development that took place in the past- The tide was getting higher and higher. She was losing her mind slowly.

3. Expresses an action, which began before that time and probably continued it- My father was still working on that car at midnight.

4. For descriptions of an action/situation in the past- When I arrived at the beach, the sea gulls were flying in the sky while the fish were swimming away from them.

c) Past perfect

1. To describe actions that occurred before other actions in the past; it is the past viewed from another past viewpoint- The dog ran away because Joe hadn’t fed the dog for days.

2. To show that a past action had completely finished before another action in the past started- After Richard had hidden his money in the safe, he forgot the combination. 

d) Past perfect continuous

1. To talk about longer actions/situations in the past that had been going on continuously up to the past moment that we are thinking about- Before arriving at the couple retreat, Sarah and Jake had just been fighting about the dog again.

Task 3 – State how the tenses below are formed grammatically.  Explain positive, negative and question forms:

a) Past simple

For regular verbs

Affirmative: add –d to the base form of verbs that end with e or add –ed to the base form of verbs that don’t with e.

Negative: add did not (contracted form-didn’t) before the base form- subject + did not/ didn’t + base form of verb

Questions: add did before the subject- Did + subject + base form of verb?

For irregular verbs, you must have those memorize. To be is the only verb that has two past simple forms according to person, which is was/were.

b) Past continuous

Use the past simple tense of the auxiliary verb “be” (was/were) + present participle (verb + ing)

Affirmative: subject + was/were + verb + ing

Negative: subject + was/were + not + verb + ing

Question: Was/Were + subject + verb + ing?

“Was” is used for I, he, she, and it. “Were” is used for we and you.

c) Past perfect

Affirmative: subject + had + past participle

Negative: subject + had + not + past participle

Question: Had + subject + past participle?

d) Past perfect continuous

Affirmative: subject + had + been + verb + ing

Negative: subject + had + not + been + verb + ing

Question: Had + subject + been + verb + ing?

Task 4 – Give at least 2 teaching ideas (suitable for the Activate stage of a lesson) for the tenses below and give examples of sentences that you would expect your students to produce:

a) Past simple

1. Card games, like memory pairs or fish, could be used to match the present tense with the past tense. For example, if a student picks the word eat, he/she would have to find the past tense, which is ate. Then, construct a sentence using the past tense. I ate a sushi restaurant yesterday.

2. Tell a story- A student has to pick an event from a bowl. Possible events could be: describe a time when you were happy, describe a time when you ate something new, or describe a birthday memory. Then students would discuss their memories or make one up. If a student chooses, “Describe a holiday that you shared with your family,” the student can start, “Last Christmas, my family and I went to my aunt’s house and skied. We…”

b) Past continuous

1. Detective game- Students can role-play an investigation where one student is a detective and the other is the person being investigated. They can ask questions like “Where were you on the eve of July 7^th?” or “What were you doing at Janice’s house at 9 pm?”

2. Have a sequence of pictures and have the students come up with a story to match the pictures. For example, there could be a picture of a man in a store, an officer, and a dog. “Mike was shopping for groceries when an officer was chasing a dog. Then the dog started to run towards Mike and jump into his arms. The officer was slowing down as he approached Mike and was questioning him about the dog.”

c) Past perfect

1. Students see a story and then retell that story backwards in their own words, starting from the end and describing what had happened before. “The girl and the boy had found their way home because they had met and listened to the wizard. Before they met the wizard, they had found a map that showed them how to find the wizard.”

2. Have two pictures out and have the students come with a sentence to describe the pictures using the words when/after. For example, there’s a picture of a boy riding a bike and another one of him swimming. “After he had ridden his bike, he went swimming.”

d) Past perfect continuous

1. A student will pick out a situation and a past result.

I had been watching a sad movie that day. Yesterday I was crying

I had been running that day. Yesterday I was sweaty and tired.

I had been traveling for the last month. Last week, I was on a plane.

The student would give the result (the 2^nd sentence) and the other students would try to guess what activity that person had been doing. “Yesterday I was crying.” Had you been cutting onions?” “Had you been fighting with your friend?”

2. The teacher can provide a prompt, like “Before I came to class today” or “Before I went to sleep last night.” Then each student can come up with the last part. “Before going to sleep, I had been doing my homework.” Or “Before I came to class, I had been showering.”

Task 5 – Complete the past simple form of these irregular verbs:

VERB	PAST SIMPLE	VERB	PAST SIMPLE
tell	told	hide	hid
be	was/were	eat	ate
bring	brought	find	found
do	did	buy	bought
see	saw	go	went

Task 6 - Complete the past participle form of the same irregular verbs:

VERB	PAST PARTICIPLE	VERB	PAST PARTICIPLE
tell	told	hide	hidden
be	been	eat	eaten
bring	brought	find	found
do	done	buy	bought
see	seen	go	gone

Task 7 – How would you explain the difference in structure and usage between these tenses to a low-level student? Illustrate your explanations with example sentences of your own:

a)   Past simple and past continuous

i)     Explanation of differences in structure:

The past simple tense is structurally simpler than the past continuous tense. The past continuous adds the present participle (-ing form) to the verb stem while the past simple only uses the verb stem. The only change to the verb stem is done during the affirmative form when you add –d/-ed. The past continuous always has two verbs in the sentence: the main action verb and the auxiliary verb “to be.” The past continuous tense always has the auxiliary verb (was/were) added in any form.

ii) Differences in usage:

While both tenses are used to discuss the past, the past simple is used for actions completed at a definite time in the past. You know that the action has been performed and completely finished. The past continuous is used for past actions that occurred at that time specifically. Those actions may or may not be completely over with. It is used for interrupted actions.

iii) Example sentences:

1) Past simple: She walked the dog at ten.

2) Past continuous: She was walking the dog at ten.

The first sentence implies that she started her walk at ten and was probably done with her walk. The second sentence implies that she was in the middle of her walk and may be out still walking the dog. Also, the action verb “walk” is in different form. The first sentence has –ed added while the second sentence has –ing added.

b) Past simple and present perfect

i) Explanation of differences in structure:

The past continuous always uses the past participle form of the verb. Also, the present perfect tense always has the auxiliary verb “to have” added in any form.

ii) Differences in usage:

Past simple tense talks about past actions and doesn’t really mention the present. Present perfect tense relates the past to the present. It talks about past actions but emphasizes really on the present result due to that past action. It shows how the past affected the present while the past simple tense only discusses past actions and past results.

iii) Example sentences:

1) Past simple: I saw eight movies this summer.

2) Present perfect: I have seen eight movies since summer started.

The first sentence implies that summer has passed and during that summer, exactly eight movies were watched. The second sentence says, for now, I watched eight movies and may watch more since summer is not over yet. You don’t know if that person will only watch eight movies in total or maybe more. Also, the auxiliary verb “to have” is only in the second sentence and the action verb “to see” is in different forms. The first form just uses the past simple form while the second uses see in the past participle form.

c) Present perfect and past perfect

i) Explanation of differences in structure:

The difference is the tense of the auxiliary verb “to have.” Present perfect uses the present tense of the auxiliary verb “to have.” Past perfect uses the past tense of the auxiliary verb “to have.”Present perfect uses have, and past perfect uses had.

ii) Differences in usage:

Present perfect tense relates the past to the present. Past perfect represents actions that occurred before other actions in the past. It is the past viewed from another past viewpoint. Present perfect is the past viewed from the present viewpoint.

iii) Example sentences:

1) Present perfect: I have already finished the homework.

2) Past perfect: I had finished the homework by dinner.

Unit 7

UNIT 7 WORKSHEET

Task 1 – What criteria do we need to consider when selecting vocabulary?

The criteria we need to consider when selecting vocabulary are:

1)      Appropriacy to the students- The lesson should be relevant to the students and the student’s language level.

2)      Appropriacy to the task- Every assignment should be relevant to the grammar or language function that you are teaching.

3)      Teachability- For example, beginner students need very clear and visual language.

4)      Frequency and coverage- How applicable are the material? Can it be used in versatile situations? How often will this grammar/language function be used?

Task 2 – What does a student needs to know about a vocabulary item? Give examples to clarify your ideas.

A student needs to know:

1)      Meaning- what it means. Students should be able to give definitions of vocabulary in their own words. For example, a student could define a clock as a machine that is used to tell time.

2)      Use- how/when it is appropriate to use. In a gap fill exercise, student should be able to know when and how to use their/there/they’re and know the difference between the three words.

3)      Word grammar- where it belongs. They should know the basic sentence structure is subject, then verb, then object. Also, they should be able to identify the parts of speech and where to place them in a sentence. Auxiliary verbs usually go before the main action verb.

4)      Interaction- how it interacts and affects other words. For example, an adjective is used to describe a noun. It makes the noun more descriptive.

5)      Spelling- how it is written. The correct spelling of the animal bear is b-e-a-r, not b-a-r-e. Or that slate has a silent e and is written s-l-a-t-e.

6)      Pronunciation- how it is spoken. This is the correct way to say words. The “c” in nice is pronounced differently from the “c” in “cat.” The sound is harsher in cat.

Task 3 – List 20 vocabulary items that relate to food:

1) fry, 2) cook, 3) bake, 4) boil, 5) pasta, 6) salad, 7) soup, 8) bread, 9) fruit, 10) vegetable, 11) sweet,

12) salty, 13) spicy, 14) sour, 15) bitter, 16) fish, 17) rice, 18) spoon, 19) fork, 20) knife

Task 4 – Plan a straight line ESA lesson for a language level of your choice, to cover vocabulary connected with the topic of food:

-Language Level: Elementary/Pre-Intermediate

-Learning Objective: At the end of the lesson, students will be able to use an assorted vocabulary of words associated with food in everyday context.

-Engage: Open class activity where students share information about their favorite and least favorite food. Have the students describe the food, ask what is in it, etc.

-Study: The teacher hands out a word search about food. In the word bank, there will be various pictures of food that the student should know. They have to find the words that the picture depicts in the word search.

-Activate: In groups of two or three, have the students come up with their own recipe. It could be anything, real or imaginary. They could just improve a common dish. Afterwards, the students can present their recipes as if they were on a cooking show.

Task 5 – What do students need to know about grammatical structures? Give examples to clarify your ideas.

Students need to know:

1)      Meaning- what the language means. For example, they should understand concepts like parts of speech and should be able to define nouns, adjectives, etc.

2)      Use- how/when it is used. They should know when to use the past perfect and the past simple. They should know the different context in which to use which tense.

3)      Forms and patterns- formation and patterns of the language. For example, know the rules to change singular into plural for nouns and verbs. Know the different forms for all the verb tenses.

4)      Spoken and written form- any difference in forms. For example, in written form “I want to…” becomes “I wanna…” in spoken form.

Task 6 – Plan a boomerang ESA lesson, for a language level of your choice, for the present continuous tense:

-Language Level: Intermediate

-Learning Objective: At the end of the lesson, students will be able to understand and use the concept of the present continuous tense.

-Engage: Introduce the concept of present continuous tense and play a game of mime where students must guess the action with the form, “You are…”

-Activate 1: Students partner up and ask each other about their daily lives. For example, they would ask question such as, “What are doing this weekend?” or “At six, what are you usually doing?” And students would respond, “I’m shopping at the mall this weekend.” or “I am usually eating dinner at six.”

-Study: The teacher goes more in detail about the tense and shows the affirmative, negative, and question form as well as makes practice sentences.

-Activate 2: The teacher gives the student different pictures of various activities and have them discover the differences and say those differences using the present continuous tense.

Task 7 – Plan a patchwork ESA lesson for the function of checking into a hotel. Be sure that the function is appropriate for the language level you choose:

-Language Level: Intermediate/Upper Intermediate

-Learning Objective: At the end of the lesson, students will be able to use language involved with checking into a hotel.

-Engage: Have a brief open class discussion about hotels. Ask if anyone ever stayed in a hotel or if they would like to. Discuss their personal experience and the possible pros and cons of hotels.

-Study 1: The teacher goes through useful vocabulary regarding checking into a hotel, such as reservation, en suite, wake-up call, etc.

-Study 2: Students go over and take turns repeating a pre-made dialogue.

-Activate 1: Students write their own script and role-play a hotel concierge and a customer checking in.

-Study 3: When the role-play is over, the teacher works with the students on their script and go over common errors/mistakes.

-Activate 2: Students split into groups of 3 or 4 and make a hotel brochure. It would have to include their amenities, prices for every room type, how to make a reservation, special deals, etc.

Unit 8

UNIT 8 WORKSHEET

Task 1 – Identify the following future ‘tenses’:

a) I am going to the theater later this evening.

This sentence utilizes the present continuous tense.

b) They’re going to play basketball on Tuesday afternoon.

This sentence uses the “be going + infinitive” (‘going to’ future) tense.

c) Jane will have left her job by the end of the week.

This sentence utilizes the future perfect tense.

d) The train leaves at 6.00 pm.

            This sentence uses the present simple tense.

e) At this time tomorrow I will be lying on the beach.

            This sentence utilizes the future continuous tense.

f) Next year, Paul will have been living in Italy for 3 years.

            This sentence uses the future present continuous tense.

g) It will probably rain tomorrow.

            This sentence utilizes the future simple tense.

Task 2 – State as many usages as possible of the future tenses below and give one example sentence of your own for each usage (not a sentence from the unit!):

a) Future simple

1. Future facts and certainties- He will start school in August this year.

2. Promises- I’ll pick you up from school at 3:00.

3. Predictions (based on no present evidence) - Someone will ring the door at noon.

4. Assumptions/speculations- I wonder if she’ll ever come back.

5. Spontaneous decisions- I’ll skip school tomorrow and go somewhere.

6. Threats- She’ll punch you if you don’t return her toy.

b) Future continuous

1. To say that something will be in progress at a particular moment in the future- This day next month, Jim will be flying to Mexico.

2. To predict the present to say what we think or guess might be happening now- Susie will probably be working right now.

3. For polite enquiries referring to other people’s plans, but not to influence the listener’s intentions- Will you be joining us for dinner?

4. To refer to future events which are fixed or decided (without suggesting personal intention) – Jake and Molly will be having their wedding next June.

c) Future perfect

1. To say that something will have been done, completed, or achieved by a certain time in the future- Sarah will have graduated from college by then.

d) Future perfect continuous

1. To say how long something will have continued by a certain time- By next month, we will have been living together for exactly 10 years.

e) ‘Going to’ future

1. Intentions- He’s going to break her heart if he does that.

2. Predictions based on present evidence- I think the teacher is going to assign a lot of homework since she just divorced.

3. Plans (decisions made before speaking) – Jake decided that he’s going to take dancing lessons for homecoming.

Task 3 – State how the tenses below are formed grammatically.  Explain positive, negative and question forms:

a) Future simple

Affirmative: subject + will + base form of verb (For the pronoun we, you can use shall/will.)

Negative: subject + will/shall + not + base form of verb

Question: Shall/Will + subject (+ base form of verb)?

b) Future continuous

Affirmative: subject + will + be + verb + ing (present participle)

Negative: subject + will not/won’t + be + verb + ing (present participle)

Question: Will + subject + be + verb + ing (present participle)?

c) Future perfect

Affirmative: subject + will + have + past participle of verb

Negative: subject + will not/ won’t + have + past participle of verb

Question: Will + subject + have + past participle of verb?

d) Future perfect continuous

Affirmative: subject + will + have +been + verb + ing (present participle)

Negative: subject + will not/ won’t + have +been + verb + ing (present participle)

Question: Will + subject + have + been + verb + ing (present participle)

e) ‘Going to’ future

Affirmative: subject + verb ‘to be’ in the present + going to + base form of verb

Negative: subject + verb ‘to be’ in the present + not + going to + base form of verb

Question: verb ‘to be’ in the present + subject + going to + base form of verb?

Task 4 – Give at least 2 activate stage teaching ideas for the tenses below and give examples of sentences that you would expect your students to produce:

a) Future simple

1. Students can role-play as “psychics” and tell the fortune for each other. For example, “You will become a doctor.” Or “You will get a pleasant surprise.”

2. Students pretend to have won the lottery and are interviewed by another student. “What will you do now with all that money?” “I will buy a Wii,” or “I will buy a sports car.”

b) Future continuous

1. Turn down an invitation. “Do you want to meet on Friday?” “No, I’ll be washing my dog.” “Saturday?” “Sorry, I’ll be working all day.”

2. Students will be acting as secretaries who are supposed to tell their employer their schedule. “At 10 a.m. on Wednesday, you will be speaking at a conference in Miami.” Or “At 6 p.m. on Thursday, you’ll be having dinner with the Johnsons.”

c) Future perfect

1. Students tell each other what they will have done by certain ages/years.

“By the time I’m 22, I will have graduated from college.”

“I will have bought my first car by next year.”

2. Choose a famous historical personage and note down important dates in his/her life.

“Marie Curie will have won the Nobel Prize by 1903.”

d) Future perfect continuous

1. Students survey one another to determine who has been doing an action for the longest. “How long will you have been learning English/ living in this city?”

2. The teacher will make various statements on piece of paper that will give dates of someone’s life. Students randomly pick a piece of paper and will have to tell how long this person has been doing this action. For example, the paper reads, “He’s been a teacher since 1971.” The student can reply, “He will have been working as a teacher for 30 years.”

e) ‘Going to’ future

1. Making birthday/holiday plans- Ask students about future plans. “This Christmas, we are going to ski in Nevada.” Or “For my birthday next year, I’m going to see a concert.”

2. Describe what students are going to be when they grow up.

“I’m going to become a teacher.” “I’m going to own my own business.”

Task 5 – Give examples of each of the pairs of tenses listed below and explain the difference in usage and structure between them as you would do to a low-level student:   

a) Present continuous (with a future meaning) and the ‘going to’ future

i) Explanation of differences in structure:

The ‘be going to’ structure is always followed by a verb. The present continuous tense only uses the present participle (verb + ing) form of the verb and doesn’t have another verb following it after.

ii) Differences in usage:

The ‘going to’ tense is used for intentions and plans (made before speaking). The action is more though out and deliberate.  The present continuous tense is used for actions that will most likely happen. It is used for definite arrangements and plans (without a time frame).  

iii) Example sentences:

‘Going to’: I am going to see the opera.

Present continuous: I am going to the opera.

The first sentence has the ‘going to’ structure followed by another verb “to see.”

The second sentence has going to as well but it is not followed by a verb. The action itself is going; whereas in the first sentence, the action verb is to see.

b) Future simple and future continuous

i) Explanation of differences in structure:

Future continuous tense has the auxiliary verb ‘to be’ as well as the present participle form of the verb (verb + ing). Future simple tense does not need any auxiliary verb and uses the base form of the verb.

ii) Differences in usage:

The future continuous tense is used for actions that will continue around a specific point in the future. Future simple tense just mentioned that it will happen in the future. It doesn’t mention if it will be finished or started in the future and doesn’t need to specify a point of time.

iii) Example sentences:

Future continuous: Karen will probably be watering her plants right now.

Future simple: Karen will water her plants later.

The first sentence has the present participle form of ‘to water’ and mentions a specific point of time. The second sentence has the verb ‘to water’ in the base form and doesn’t specify. All it says is that it will be done later in the future.

c) Future simple and ‘going to’ future

i) Explanation of differences in structure:

Going to structure has the auxiliary verb ‘to be’ as well as ‘going.’ The future simple tense does not have the verb ‘to be.’

ii) Differences in usage:

The future simple is used for spontaneous decisions and predictions based on no present evidence. It is more for speculation and when the speaker is not sure or predetermined. The ‘going to’ future tense is used for plans the speaker thought about previously and predictions based on present evidence.

iii) Example sentences:

Future simple: I will swim at the neighbor’s pool.

‘Going to’: I am going to swim at the neighbor’s pool.

The first sentence is a spontaneous decision with no previous thought. The second sentence shows intent and has the ‘to be’ + going to structure. The first sentence uses will to denote that it is a future action.

d) Future simple and future perfect   

i) Explanation of differences in structure:

Future simple tense uses the base form of the main verb while the future perfect tense includes the verb “to have” and doesn’t uses the base form of the verb. Instead, it uses the past participle form of the verb.

ii) Differences in usage:

The future perfect tense talks about the completion of an action by a certain time in the future. The future simple tense doesn’t really focus about the completion of an action, but rather whether or not that action will happen in the future.

iii) Example sentences:

Future present: When they arrive, I will have cleaned the whole house.

Future simple: I will clean the house when they arrive.                     

Sentence 1 uses the past participle of clean while sentence 2 just uses the base form of clean. Sentence 1 is saying by the time they arrive, the cleaning will be done. Sentence 1 implies that he/she will start cleaning when they arrive.

Unit 9

UNIT 9 WORKSHEET

Task 1 – Why do teachers plan their lessons? Why is planning important?

          Lesson planning is essential for teachers since lesson plans provide an organized basis for teachers to refer to during the lesson so that they may teach in a structured manner. By keeping their thoughts and plans organized, the teacher can think logically through the stages in relation to available time needed for each activity. It keeps the teacher focused and on target on the main objective. Also, it helps the teacher efficiently use all of his/her allotted time. If a teacher is fully ready and prepare for most of the unseen circumstances, there would no time wasted in improvising on what to do next.

          Additionally, preparation would allow the teacher to monitor the class easier and better themselves as instructors. As teachers, we should always be striving to improve our skills and make classes as stimulating and educational as possible. The quality of learning would be higher when the instructor actually has everything planned out for class and appears to know what he/she is doing. Students respect a teacher more when he/she seems more competent.

          Lastly, lesson plans provide a record of what we taught and what we need to teach still. They allow us to see the amount of progress from the students and the areas of improvement needed. Also, if another teacher has to substitute for you, it will facilitate that teacher’s job. The substitute can know where you left off and what needs to be covered.

Task 2 – Using the blank lesson plan that you should have received, plan a straight arrow ESA lesson from the materials towards the end of unit 9 (Unit 9, task 2 materials).  The materials are entitled Where have you been.

Please include your aims, context, expected number of students, and all the other boxes at the top of the blank lesson plan form, as well as the procedure.

Task 3 – Using the second blank lesson plan that you should have received, plan a patchwork style ESA lesson using the materials at the end of unit 9 (Unit 9, task 3 materials).  The materials are entitled Possibilities.

Again, please include your aims, context, expected number of students, and all the other boxes at the top of the blank lesson plan form, as well as the procedure.

Unit 10

 UNIT 10 WORKSHEET

Task 1 – Identify the following conditionals, and for each one:

i) indicate whether it is a zero, first, second, third or mixed conditional

ii) state its usage

iii) give TWO activate stage teaching ideas, and

iv) give examples of sentences you would expect students to produce in your activate stage teaching ideas

a) If it rains tomorrow, I’ll buy an umbrella.

i) First conditional

ii) It is used for a ‘real’ situation in the future that is possible, probable, or even certain, once the condition has been satisfied. In this case, it is possible that there may be rain tomorrow.

iii) 1. Nuclear bunker role-play- Students pretend there is only one more space in a bunker and have to explain why they should get the last spot in the first conditional form.

2. Chain conditionals- Students take turns to continue a first conditional sentence.

iv) 1. If I live, I will sing songs to keep away boredom and entertain people.

If I survive, my knowledge of medicine will save us from disease.

2. If I wake up late, I’ll miss the bus. If I miss the bus, I’ll miss 1^st period. If I miss 1^st period, I’ll get detention. If I get detention, I’ll get in trouble.

b) If I had studied harder, I would have passed the test.

i) Third conditional

ii) It refers to a hypothetical past action or non-action) and the hypothetical past consequence/result. In this sentence, the person could have passed the test but since he didn’t study harder, he/she didn’t.

iii) 1. Regrets- Students write down three things that they wish they had done in the past in the 3^rd conditional form.

2. Have students think of important events that helped shaped them to be who they are now. Have them produce sentences of what would happen if those events never occurred.

iv) 1. If I had told the truth about my grades, I would have received tutoring help.

If I had been nicer, I would have more friends.

2. If I had never graduated from college, I would have been a miserable person.

If I had never met my boyfriend, I would have not been married.

c) If I had studied medicine, I would be a doctor.

i) Mixed conditional

ii) It refers to a hypothetical past action or state, and the hypothetical present consequence. The sentence describes something he/she could have changed in the past (studied medicine), and the possible present consequence that past change would have caused (become a doctor).

iii) 1. What a question! – Give students moral dilemmas in the mixed conditional form to discuss.  

2. Picture this- Students are give two pictures and must produce a mixed conditional sentence from the pictures.

iv) 1. If you had found a wallet with $1,000, what would you do with it?

If I had found it, I would give it to the police. Or I would donate it to charity if I had found it. Or If no one had claimed after 30 days, I would keep it.

2. Picture 1 is a girl washing a dog, and picture 2 is the girl stepping back while the dog shakes off the water.

If that girl had not stepped back in time, she would be wet.

d) If I inherited a million dollars, I would buy a new house.

i) Second conditional

ii) It communicates a present or future ‘unreal’, hypothetical situation that is presently not true and is unlikely ever to be true. In this sentence, unless this person was an heir to a millionaire, it is very unlikely that this person will ever inherit a million dollars.

iii) 1. What would happen if…? - In groups, students respond to different second conditional sentences. Then they predict how the other group will answer.

2. Complete the conditional- Give students half a conditional and instruct them to complete it with their own ideas.

iv) 1. What would happen if everyone could fly like Superman?

If everyone could fly, no one would need cars.

If everyone could fly, people could travel the world in minutes.

2. If I won the lottery…  Student can answer, “I would buy 5 Ferraris.”

… I would tell everyone what to do. “If I was president,”

e) If water freezes, it turns to ice.

i) Zero conditional

ii) It refers to actions and facts that are irrefutable. In this case, it is absolutely certain that you get ice when you freeze water.

iii) 1. Split sentences- Cut various zero conditional sentences in half and mix them up so that the students can put them back together again.

2. Perfect Conditions- The teacher says a consequence and students must come up with possible conditions in the zero conditional form that could lead to that consequence. For fun, students could compete to see who comes up with the most creative.

iv) 1. If there is no sunlight                                           tomorrow is Tuesday.                  

If it is Monday today                                                     it is in the air.

If the plane is not on the ground                                    it is night.

2. It is heavier than me….. if it weighs more than an elephant.

                                            if I add 39 more pounds.

The water boils….. if it is 100 degrees Celsius.

Task 2 – Complete the table below with the appropriate tense changes for reported speech, when the reporting verb is in the past:

Direct speech	To	Reported speech
Present simple		Past simple
Present continuous		Past continuous
Present perfect		Past perfect
Present perfect continuous		Past perfect continuous
Past simple		Past perfect
Past continuous		Past perfect continuous
Will		Would
Past perfect		Past perfect
Past perfect continuous		Past perfect continuous

Task 3 – Use the table you completed in task 2 to change the verb tense, and re-write these sentences in reported speech:

Example:

John said “I’m going out for a few minutes”

↓

John said he was going out for a few minutes.

a) Paul said “I go swimming on Tuesdays”.

↓

Paul said (that) he goes swimming on Tuesdays.

b) Jamie said “John has never been to London”.

↓

Jamie said (that) John has never been to London. The fact that John never went is still true.

c) “Do you want fish or chicken?” she asked.

↓

She asked him if he wanted fish or chicken.

d) “How are you?” she asked.

↓

She asked me how I was.

e) Keith said “I went fishing before lunch”.

↓

Keith said (that) he had gone fishing before lunch.

f) Fred said “I will be arriving after dinner”.

↓

Fred said (that) he would be arriving after dinner.

Task 4 – Report these spoken remarks to a friend, making the necessary changes. The first one has been done for you:

1) “I love it!”                                                  

She…       She said that she loved it.

2) “I am leaving in half an hour.”                  

He…               He said (that) he was leaving in half an hour.

3) “The rain has stopped.”                             

You…             You said (that) the rain had stopped.

4) “I’ve been playing it for 2 hours!”             

He…               He said (that) he had been playing it for 2 hours.

5) “I had breakfast earlier”.                           

She…              She said (that) she had had breakfast earlier. (in the past perfect tense)

6) “Were you living in London in ’96?”        

She…              She asked me if I had been living in London in ’96.

7) “I have bought 3 pizzas”.                          

He…               He said (that) he had bought 3 pizzas.

8) “I’d been waiting for 30 minutes”.            

You…             You said (that) you had been waiting for 30 minutes.

9) “We’ll be in Bangkok in July”.                  

They…            They said (that) they would be in Bangkok in July.

10) “Will you be coming back?”                    

She…              She asked me if I would be coming back.

Task 5 – In part a) below, today changes to that day in reported speech. What would the following time expressions change to in reported speech? Write a sentence in direct speech followed by one in reported speech to illustrate each change. The first one has been done for you as an example.

a) today – that day

Direct speech – He said “I feel great today!”

Reported speech – He said that he felt great that day.

b) tomorrow – the next day/ the day after

           

Direct speech – He said, “They will arrive tomorrow.”

Reported speech – He said (that) they would arrive the next day.

c) yesterday – the day before/ the previous day

           

Direct speech – She said, “I was baby-sitting yesterday.”

Reported speech – She said (that) she had been baby-sitting the day before.

d) next week – the week after

           

Direct speech – You said, “I’m going to Japan next week.”

Reported speech – You said (that) you were going to Japan the week after.

e) last week – the previous week/ the week before

Direct speech – They said, “We saw Kim with John last week at the party.”

Reported speech – They said (that) they had seen Kim with John the week before at the party.

f) this week – that week

Direct speech – He said, “I’m playing football this week.”

Reported speech – He said (that) he was playing football that week.

Task 6 – Give 3 activate stage teaching ideas for reported speech, giving examples of  sentences you would expect your students to produce during each activity.

1. Telephone- Students form a line, and the first student in line makes up a random sentence and whispers it quietly to the next. Then that student repeats that sentence to the next student except it is in reported speech form. As it goes down the line, the sentence becomes more and more convoluted. The last person in line tells the class what he/she heard.

1^st student (Jane): I saw a purple dog.

2^nd student (Ricky): Jane said that she has seen a purple dog.

3^rd student (Tom): Ricky said that Jane has seen a purple dog. And so on…

2. Media interviews- Student role-play a news anchor and report third parties speech.

For example, In today’s news, Sarah Palin said that she would not be running for president this year.

3. Higher level students are asked to make a list of verbs that can replace the ‘reporting’ verb, such as say, admit, tell, deny, etc. Each group is then given a collection of direct speech sentences. The students must choose one of those ‘reporting’ verbs and alter the sentence to ‘reported’ speech.

 For example, “I love the movie Bee!”

Susan shouted/exclaimed that she loved the movie Bee.