telling STORIES IN THE PAST

A fun way to practice PAST SIMPLE or/and PAST CONTINUOUS structures is obviously storytelling. Here are two enjoyable and engaging activities I always use with my students. To take it to a next level, you may add a speech sequence expressions to the lesson, such as FIRST, NEXT, THEN, BEFORE THAT, AFTER THAT, LATER, IN THE END or FINALLY. Enjoy.

SPEAKING 1
The teacher prepares little pieces of paper with random words. The students then one by one draw lots. Their task now is to make up a story together incorporating all the chosen words. The teacher may start a story with a single sentence on board and as the students give their suggestions for its follow up, the teacher writes it down as well.

Examples of entry sentences:
One day, I was walking my dog in the park when a strange things happened. 
One day, as I was coming back home from work I saw a house on fire.
One day. I woke up late for school.
One day, I had a very peculiar dream.

Examples of word cards:
RAIN * CHEEKS * FEET * STREET * SOCKS * TOMATO * MONKEY * CREDIT CARD * WINDOW * SOAP * PILLOW * KNIFE * SUNSET * MONEY * TREE * SWIMMING POOL * WATER * TAXI * VOICE * BICYCLE * HEADACHE * BATHROOM * JEANS * GIRAFFE * BOOKSHOP * CLOCK * BABYSITTER * GOLF CLUB * STAIRS * BASEMENT 

NOTE
You may do the same exercises with verb cards, e.g. regular verbs in the early stages of learning Past Simple. 

Examples of verb cards:
answer * ask * attack * borrow * brush * call * change * clap * clean * collect * copy * cry * dance * drop * earn * fail * fix * fry * help * hug * invite * join * jump * kick * kill * kiss * knit * laugh * learn * listen * live * look * marry * mix * need * open * paint * pass * play * promise * relax * rob * save * scream * talk * travel * use * visit * wait * walk * wash * watch * work * yawn * zip

SPEAKING 2
The teacher asks students the following questions and writes down their answers on board. Each students gets to answer one question. The number of questions depends on the number of students in the group. 

• What's your favourite food?
• What smells bad?
• What are you afraid of?
• Which English word starts with "V"?
• What is the synonym of good?
• Which animal can't fly?
• What can you lose?
• Which bad habit can you think of?
• Which country would you like to visit?
• Which job do you find boring?
• What is there in your pocket?
• What illness can you think of?
• What do you wear in winter?
• Which object do you use everyday?

The students then are asked to use all the words listed and combine them in a single story. 

talking about PAST IN PROGRESS

The title of this post is rather technical but in fact it's quite easy to understand - it actually means using PAST CONTINUOUS. It's usually taught right after PAST SIMPLE and is not the easiest English grammar structure to understand. But here's a nice example how to practice it in a less conventional way. I've found this exercise somewhere on the web but modified it to my own fashion - I'm also using this activity to teach some interesting body language verbs. Enjoy!

VOCABULARY
Can you do those things? Repeat the words after the teacher and do the actions.

blink *  breathe * cough * roll * rub * scratch * sneeze * sniff * stretch * tap * touch * yawn 

SPEAKING
Answer the questions below in full sentences.

• What were you doing when the teacher came in?
• What were you doing before you came to lesson today?
• What was she doing while the teacher was checking the attendance?
• What was he doing while you were answering the teacher's question?

Now it's time for a game. One student is observing his/her classmates for 1-2 minutes. During this time the rest of the class performs one of the actions previously learnt (yawn, blink, rub...). The observer or anybody else isn't allowed to speak. After a minute or two the teacher says STOP and asks the observer the question: What were you fellow students doing when I said STOP?

The observer must then name all the actions his classmates were performing using PAST CONTINUOUS, e.g She was tapping her finger. He was rubbing his neck. The more correct answers he/she gets, the more points he/she earns. The game is repeated with few more students. It's a good idea for the teacher to take part in the miming too.  

talking about HOUSEWORK

I've noticed a funny thing today - it's the middle of January but most of my lady neighbours are busy doing the spring cleaning. Well, the weather sure does encourage this sudden outburst of  housework fever. It inspired me to share some exercises about CHORES. You may use this subject to practice PAST CONTINUOUS tense in a less conventional way, however in that case a short revision before actually doing the exercises would be required.

VOCABULARY

Tick the housework that are your responsibility in your household.

___ clean windows  ___ dust  ___ fold towels ___ hang laundry (on clothes line) ___ iron   ___ make bed ___ repair clothes ___ mop the floor ___ polish furniture

___ scrub the floor  ___ sweep the floor  ___ take the rubbish out / empty trash bin ___ tidy your room ___ vacuum / hoover the floor  ___ wash clothes / do laundry / do the washing  ___ wash the dishes / do the washing up / do the dishes

VOCABULARY

to build up – to increase or grow by adding

to crouch – to be on your knees close to ground

to gross somebody out – to make sb feel disgusted

messy - untidy

mud – wet ground

progressively – increasing bit by bit

time consuming – taking a lot of time

a workout – physical exercise

Fill in the blanks in sentences with new words.

1.    I had to ¹_______________down to get my keys from under the table.

2.    I got really fat nowadays. I think I need some good ²_______________.

3.    Travelling by bus is very ³_______________ I’ll go there by car.

4.    My washing machine is broken so the laundry keeps ⁴_______________.

5.    I haven’t got time to finally clean this ⁵_______________ bedroom.

6.    Take off your dirty shoes! You’re bringing ⁶_______________ into the house!

7.    The smell of boiled milk ⁷_________me ___________. I hate it!

8.    You’re getting ⁸_______________ better with your English.

LISTENING

Listen to a dialogue and answer the questions below.

http://www.elllo.org/english/1251/1288-Josh-Todd-DislikedChores.htm

1. Which of the chores Josh doesn’t like?

a. Doing laundry                       b. Washing dishes

2. How does he feel about cooking?

a. He loves it.                           b. He can’t stand it.  

3. Why doesn’t he like dusting?

a. Because it’s boring.              b. Because of his allergies.

4. Where does the dust come according to what Josh says? 

a.  Dirt                                     b. Dead skin

5. Why does he enjoy mowing the lawn?

a. Because he can get suntan. b. Because it’s a good workout

6. What’s wrong about pulling the weeds?

a. They come back                   b) Your face gets dirty

Which chores are mentioned in the conversation. Tick the ones you hear.

___ cooking ___ dusting ___ hoovering ___ ironing clothes

___ moping the floor ___ mowing the lawn ___ pulling weeds ___ sweeping the floor

___ taking out the trash  ___ washing clothes ___ washing dishes ___ watering the grass

VIDEO

Watch a video and correct the mistakes in the sentences if necessary.

http://www.youtube.com/watch?v=ekyfHNc4G4Y&feature=related.

MR BEAN’S SPRING CLEANING

•  Mr Bean was using his teddy bear to clean the kitchen floor.
• He was trying to push the laundry into the washing machine.
• He was hanging the laundry on a clothes line on his balcony.
• He was looking at himself in the mirror.
• Mr Bean was polishing the door knob.
• He was wearing diving goggles.
• Mr Bean was smelling a very old fish bone.

Now watch the video again and note as many other Past Continuous actions of Mr Bean or Teddy as you can:

1. …………………………………………………………………………………………………
2. …………………………………………………………………………………………………
3. …………………………………………………………………………………………………
4. ………………………………………………………………………………............................