Дистанційне навчання

Past Continuous

Exercise 1. Open the brackets using Past Continuous.

• While I ___________ (to copy) the exercise, my friends __________ (to describe a picture.

• When we came in, the children __________ (to clean) their desks.

• We met her at the bus stop. She ___________ (to wait) for the bus.

• Some of the children ________ (to ski) while other children ___________ (to skate). Everybody __________ (to have) a lot of fun.

• When we came the family ________ (to get) everything ready for Christmas. Bob and Helen _________ (to decorate) the Christmas tree.

• The girls _________ (to feed) the birds in the garden while the boys _______ (to make) a bird-house.

Exercise 2. Read the text and answer the question:

Who broke the window ?

At 6 o’clock the match started on TV, so Dad was still watching it at 6.30. Mum was sitting in the kitchen. She was quietly reading a woman’s magazine. Rosie was trying on her Mum’s clothes in her room. Nick ‘ s cousins were listening to rock music. It was very loud so they didn’t hear the crash. At 6.30 the dogs were lying in front of the fire and they were sleeping. Nick went into the garden with his friend to play football. So at 6.30 he was still there.

Exercise 3. Complete the sentences using exercise 2.

1. When someone broke the window Dad _________________

2. When Mum heard the crash she ___________________

3. The cousins didn’t hear the noise because they ____________________

4. The dogs when the noise woke them up. ______________

5. At 6.30 Nick ________________

Past Perfect

Exercise 4. Open the brackets.

1. I lost the key that he ____________ (give) to me.
2. She told me that she ____________ (see)  the film .
3. I went outside as I ____________ (hear)  a noise.
4. Mike ____________ (not / swim)  in the beach before that day.
5. His father was angry because he ____________ (not / help)  him.
6. (you / have) ____________ dinner before you left the house?
7. (he / manage) ____________ to find a place to stay when he went to Paris?
8. Where (she / stay) ____________ before she moved to live with her boyfriend?

Exercise 5. Open the brackets using Past Simple чи Past Perfect:

1. The storm (destroy) ____________ the house that they had built .
2. When she went out to play, she (do / already) ____________ her homework.
3. The children (clean) ____________ the blackboard they had used to do the mathematics exercise.
4. He took off the jacket he (put on) ____________ before.
5. They (eat) ____________ all of the food that she had made .

Exercise 6. Read the text and do vocabulary work.

Everything was calm in the Kingdom of Camelot. The sun was shining, the flowers were blooming, and the birds were flying around happily. The King was sitting on his throne, feeling fine about his life and about his kingdom.

All of a sudden, a dark cloud appeared over a horizon. There was a strange feeling in the air. The Queen burst into the room, waving her arms and shouting. She told the King that their daughter had been kidnapped. The King got extremely angry. He told his best knight, Lancelot, to go and search for the princess. Lancelot took his horse and left the castle. He was riding his horse up mountains and down valleys. Suddenly in the deep forest he saw the Princess, tied to a tree and guarded by the evil dragon.

Lancelot fought the dragon, and the dragon fought Lancelot. They fought and fought and at last Lancelot killed the evil dragon.

Lancelot and Princess got on the horse and together they rode to the castle. The King and the Queen were extremely happy, hugged and kissed the Princess, hugged and kissed Lancelot, hugged and kissed the horse.

And again…

Everything was calm in the Kingdom of Camelot. The sun was shining, the flowers were blooming, and the birds were flying around happily. The King was sitting on his throne, feeling fine about his life and about his kingdom.

Exercise 7. Write out verbs from the text used in Past Simple, Past Continuous, Past Perfect

Past Simple	Past Continuous	Past Perfect
Was appeared	Was shining	…

Exercise 8. Name all characters of the story.

1. The King

2.

3.

4.

5.

6. the flowers

7.

8.

9.

10. strange feeling

Exercise 9. Answer the questions.

1. Who was sitting on the throne?

2. Why did the Queen burst into the room?

3. Who searched for the Princess?

4. What did Lancelot do with the dragon?

Correction codes and comments

When marking writing, some teachers use a correction code to help learners to correct their own mistakes. This is more helpful than simply underlining or circling a mistake.

The idea is that the code indicates the type of error that the learner has made. Below is an example of a simple correction code:

Code	Type of mistake	Example
Sp	spelling	I don’t beleive (Sp) in ghosts.
P	punctuation	Im (p) a student.
Gr	grammar	I was see (Gr) him yesterday.
^	missing word	This is ^ good idea.

The learner receives their written work back and can then try to self-correct, using the code to help. If the learner can’t correct their own mistakes, then the teacher would provide the answer. Of course, it is important that learners understand the correction code you are using!

CorrectionCode - Adults

CorrectionCode - Primary

Source:British Council

Types of Assessment

Formative assessment	This is the use of assessment to give the learner and the teacher information about how well something has been learnt so that they can decide what to do next. It normally occurs during a course, and informs the teaching that follows. This can also be thought of as assessment for learning
Summative assessment	This evaluates a learner’s progress up to a certain point and provides a summary of where they are. Tests may be conducted at the end of year or the end of a course, for example. This is also known as assessment of learning
Continuous assessment	This means assessing aspects of learners’ language throughout their course and then producing a final evaluation result from these assessments. It might include a combination of formative and summative assessment.
Self-assessment	Learners are encouraged to assess their own progress, using specific criteria, which could include band descriptors such as those of the Common European Framework.
Peer assessment	Learners are encouraged to assess each other, against specific criteria.

Source: British Council

Language practice activities

Have you got a…? game (Primary)

Activity:	Have you got a…? game (Primary)
Aim:	To revise and practise asking and answering questions about pets, using ‘Have you got a…?’ ‘Yes, I have’ ‘No, I haven’t’
Procedure:	Ask learners if they have pets at home Show pets flashcards one by one. Say the pets, learners repeat Ask individual learners ‘Have you got a..?’ showing different flashcards. Elicit the responses ‘Yes, I have’ ‘No, I haven’t’ Two learners sit back to back. One learner picks a flashcard The other learner asks ‘Have you got a…?’ questions to guess the pet on the flashcard Change pairs and repeat
Timing:	10-15 minutes

Life experiences (Secondary and above)

Activity:	Life experiences (Secondary and above)
Aim:	To revise and practise asking and answering questions about people’s lives (past simple and present perfect)
Procedure:	Learners complete notes about their lives, in answer to prompts on the worksheet (see next page) Learners work in pairs. They take in turns to fold the paper in half, and show only their notes to their partner. Their partner asks questions about why they wrote these notes e.g. ‘Who is Marco? Why did you write Marco?’ ‘He’s someone I’ve known for my whole life’. Why did you write 'Dalia'? It was my best friend in primary school. Why did you write 'London'? It was the city I went to and liked. Why did you write ... It was the movie I watched two weeks ago. Why did you write 'mum'? Ask two or three pairs to perform their conversations at the end of the activity
Timing:	20-30 minutes

What have you done in your life so far? Look at the prompts below and write notes in the circles. The name of someone you’ve known for ten years The best place you’ve visited Something useful you’ve learned from the internet An interesting story you’ve heard Something you’ve bought recently The name of someone you’ve met only a couple of times A town or city you’ve visited more than once The most disgusting food you’ve ever tried A job you’ve never done      😏💭     😊💭     😋💭      😁💭     😆💭     😕💭      😎💭     😄💭     😜💭

Source: British Council

Praise: building rapport

Praise is extremely important. However, it has to be for real. Students know very quickly if you're not telling the truth. And giving out praise on a regular basis for the sake of giving out praise is very much the wrong approach for a teacher.

A teacher should be very honest to kids. They know when you're being honest, and they really appreciate it. So if you do give praise, students have to know it's been well earned, and they will really respond to it. On the other hand, if you start giving out praise for the little things, you can end up undermining what you're saying.

And many teachers get into a habit of repeating things, and the kids end up, not listening, and it loses any meaning. So if a teacher really wants them to accept the praise, it has to be used more carefully. And it should be given, when it's been well-earned. And people respect it, especially the older kids. They really like praise to be for real. And this is important for every teacher to remember. 

Resource: FutureLearn

Ways to build rapport

Rapport is the relationship we have with our learners.

Choose your attitude
You need to be friendly but professional. Remember that your students don’t want you as a friend, but want to respect you as a teacher. Show them from the outset that you expect them to work hard in your class, but that it can be enjoyable.

Use names
Yes, it can be difficult with a large class to learn names quickly, but using your learners’ names shows that you see them as individuals and creates bonds.

Listen
Really listen to the messages in what your learners say, not just the English that they produce. Try to avoid unnecessary ‘echoing’, or simply repeating what learners say and be aware of the amount of time you spend talking in a class.

Avoid over-correcting
Teachers who correct learners every time they speak run the risk of damaging learner confidence and breaking down rapport. Of course, learners need correcting at times, and when this is done supportively it can increase trust between learner and teacher.

Stand tall
Work on your voice and body language so that you appear confident, even if you really don’t feel it. Your voice needs to be loud and clear. Stand straight in front of the class, and don’t hide behind a desk.

Resource: FutureLearn

DESCRIBING PEOPLE’S PHYSICAL APPEARANCE

HEIGHT

tall tallish short shortish medium height

BUILD

frail stocky slim thin plump fat skinny well-built

AGE

young elderly middle-aged teenager in his / her 20s in his / her 30s

FACE

round oval square with scars wrinkles freckles sun-tanned pale

EYES

large hazel brown black green blue big narrow small bright

HAIR

straight curly wavy spiky reddish ginger black blond fair dark long short

CLOTHES

casual scruffy shabby smart tidy