![]() ![]() Students or student teams could be allocated points according to the number of stated features they manage to incorporate into their final pictures. It could be a good idea to place students in pairs or groups to do this, so that they can help each other and reapply the language to try and remember the features given. When every student has had a chance to add a characteristic to the animal, the students attempt to draw the animal the class created. Student E: Last night I had a dream about a strange animal. Student D: Last night I had a dream about a strange animal. Student C: Last night I had a dream about a strange animal. Student B: Last night I had a dream about a strange animal. ![]() Students are then asked to add a feature to the dream each as per this pattern: Student A: Last night I had a dream about a strange animal. Next to that, a quick review of adjectives could take place where students brainstorm an assortment of adjectives and the teacher lists them on the board. Two simple activities to help set up the process could be to draw on the board a picture of a person in bed with a dream ‘bubble’ above the bed. Their job as a class will be to ‘build’ this strange animal together. Tell the students that they are going to pretend that the night before they had a strange dream about a weird and wonderful animal. Objectives: Describing things from the past Presentation/ Practice: This is a simple game called “dream animals”. The general objective is to eventually have every student’s guess list correct, taking however many rounds of guessing necessary to complete this process Note that students take turns to make a guess, and respond if asked, but they may also listen to exchanges between other pairs and adjust their guess list based on the details they are hearing. Were you a pirate? Student 8: No, I wasn’t. Were you a doctor? Student 5: Yes, I was! Student 3: I think Peter was a pirate. Were you a scientist? Student 6: No, I wasn’t. Each student then gets a chance to ask another student in the class, as per the following example: Student 1: I think Milly was a scientist. ![]() They write this as a full sentence using “I think (name) was…”. They then write a list of the other students’ names and make a guess at what occupation they might have been. Each student is then given a piece of paper with the heading “200 years ago, I was…” Each student completes this sentence by choosing an occupation from the list. First the teacher writes a list of occupations on the board, making sure they are general and universal enough to have been around both now and in the past. Students basically pretend that they were alive at some time in the past. Objectives: Expressing ‘state’ before ‘now’ Presentation/ Practice: This game requires students to try and apply basic occupations vocabulary with the verb ‘to be’ in the past. Remind them that everything should be written in the simple past tense. Homework: Have the students write 7 to 10 sentences about things they did over their summer holidays. I (wait) _ for the class all day yesterday. Practice: – Have the students be able to finish the sentences so that they form a sentence in the simple past tense. ![]() – Draw the following illustration to help demonstrate your point: Now Past -X-I-– Future – Give some examples of the simple past tense: – Ex. Presentation: – Define the Simple Past Tense: – T he simple past tense indicates that an activity or situation began and ended at a particular time in the past. Objectives: Have the students be able to understand the simple past tense, but also to retain the other tenses that have been introduced without confusing them. ![]()
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