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We use the present perfect to talk about the actions that _______________ in the _______________ and
_______________ up to _______________.
For or since?
When we want to say how long something lasts, we use _______. When we want to say the starting point of
actions, events or states, we use _______.
ARTICLES
1 Read the text and find out where Susan lives, what food she likes and where she sometimes has her meals.
My name is Susan. I was born in Liverpool. Liverpool is a city in England. I live in London. London is the capital of the
United Kingdom. I live in a house in a small street. The street is called Knightrider Street and the house is old - more
than 100 years old! I am an English teacher at a school in the center of the city. I like books and taking photographs. I
usually have lunch at school. We have all kinds of food in the school canteen. I like Italian food very much. Sometimes, I
go to an Italian restaurant. The restaurant is called "Mimo La Bufala". Italian food is great! I usually go home by car.
2 Read the text again and complete the sentences with a / an or the.
1 I live in ______ house in ______ small street. ______ street is called Knightrider Street and ______ house is old.
We use ________ when we mention something for the first time. The next time we repeat that object, we use
________.
1 6 11 16 21 25
knew fed made told sank began
known fed made told sunk begun
2 7 12 17 22 26
brought felt paid sat rang drew
brought felt paid sat rung drawn
3 8 13 18 22 27
bought dealt laid ate saw rode
bought dealt laid ate seen ridden
4 9 14 19 23 28
caught kept said sang was / were drove
caught kept said sung been driven
5 10 15 20 24 29
fought left sold drank broke fell
fought left sold drunk broken fallen
make
feed tell sink begin know
SUPERLATIVES – HUMAN TIC-TAC-TOE
4 Which snake is the longest 5 The fastest animal on land 6 The smallest country in the
in the world? is: world (by size) is:
Name paint swim 200 m surf play football play pool run 1 km
Name paint swim 200 m surf play football play pool run 1 km
Name paint swim 200 m surf play football play pool run 1 km
Name paint swim 200 m surf play football play pool run 1 km
Name paint swim 200 m surf play football play pool run 1 km
Name paint swim 200 m surf play football play pool run 1 km
Name paint swim 200 m surf play football play pool run 1 km
Name paint swim 200 m surf play football play pool run 1 km
Name paint swim 200 m surf play football play pool run 1 km
Name paint swim 200 m surf play football play pool run 1 km
PAINT
SWIM
PLAY POOL
PLAY FOOTBALL
RUN 1 km
SOME / ANY – JUMP TO THE LEFT, JUMP TO THE RIGHT
One half of the classroom is some, the other half is any. Read some sentences from a grammar lesson on countable and
uncountable nouns aloud, omitting some and any. Students listen and move to the correct side of the room. Any
student who moves the wrong way or the last student to move has to sit out. Continue until there is a winner.
Alternatively, students can stand up for some and sit down for any.
JEOPARDY - MISCELLANEOUS
Based on the classic TV game show, this game will require your students to put on their thinking caps. Divide your
whiteboard into columns for grammar categories and rows with different point values. Like this:
MODAL VERBS -
RELATIVE CLAUSES CONDITIONALS PHRASAL VERBS
FUNCTIONS
£25 £25 £25 £25
£50 £50 £50 £50
£100 £100 £100 £100
MODAL VERBS
RELATIVE CLAUSES CONDITIONALS PHRASAL VERBS
FUNCTIONS
Write a list of answers about yourself on the board. Divide the class into groups of approximately three. Students are to
write logical and grammatical questions that correspond to your answers. Accept any question that fits the answer. For
example, if you write “1995” on the board, you would have to accept questions such as When did you get married?
When did you move here? When did you begin teaching? The questions can be humorous as long as they match the
answers.
Example:
Answer: Belgrade
Answer: 20
Get students stand up and make a semi circle or a circle. Mime a series of linked everyday activities - coming home from
work, opening the front door, enetring the hall, taking off a coat, putting away a bag, washing hands, going to the
kitchen and opening a fridge, taking out some food to make a sandwich, making a sandwich, eating a sandwich, pouring
some water into a glass, drinking water.
Sts sit down. Two volunteers come to the front. One of them is a secret detective following a suspect. The ’suspect’
mimes putting on his / her on binoculars and adjusting them. He / She wathes what ’the suspect’ is doing and runs a
comentary. The rest of the Sts listen to him / her and wirte down the sequence of actions ’the suspect’ is doing.
As a follow up, they can write a report using the past simple tense.
FORMATIVE ASSESSMENT SUMMATIVE ASSESSMENT
SPEAKING
DESCRIPTORS
ASPECTS
5 4 3 2 1
Speaks
Speaks too Speaks with
Fluency Speaks fluently. generally at Speaks slowly.
slowly. many pauses.
normal speed.
Speaks with
Speaks with Pronunciation
Speaks with many
Speaks with incorrect errors make the
few pronunciation
Pronunciation mostly correct pronunciation, speech
pronunciation errors which
pronunciation. but still incomprehensib
errors. affect
understandable. le.
understanding.
The errors in
The errors in speech occur The errors The serious
The speech is
speech are so from time to present in errors present in
still understood
minor that the time, but the speech would speech make
Accuracy although it
message is message is frequently the message
consists of
always easily almost always create difficult to
many errors.
comprehended. easily confusion. understand.
comprehended.
Speaks clearly Speaks clearly
Speaks clearly Often mumbles
and distinctly and distinctly The speech is
Clarity and distinctly at or cannot be
nearly all the most of the rarely clear.
all times. understood.
time. time.
Speaks in
Speaks in soft
volume that is
voice, but can Mumbles; no
Speaks loudly, Speaks in low almost
be understood. facial
Performance good facial voice; flat facial inaudible; flat
Good facial expression, not
skills expression, expression, less facial
expression, communicative
communicative. communicative. expression, not
communicative at all.
communicative
enough.
enough.
Outstanding Very good
Effort Good effort. Could be better. Lack of effort.
effort. effort.
Marking Code
WO - Word order
WRITING
DESCRIPTORS
ASPECTS
5 4 3 2 1
The message is The message is
partially incomplete. The message is
All parts of the communicated, Some pieces of totally
All parts of the
message are some pieces of information are incomplete.
Task message are
more or less information are missing (eg. 1 None of the
completion clearly
clearly missing (eg. 2out out of 3 questions /
communicated.
communicated. of 3 questions / requests are
questions/requestsrequests are answered.
are answered). answered)
Constructs Text Impossible to
Constructs
sentences with understood with understand text
sentences with Grammatical
Grammar some non- great difficulty due to
minor grammar errors affect
and spelling impeding due to frequency of
and spelling understanding.
grammar and inaccurate grammatical
errors.
spelling errors. grammar. errors.
Text
Uses understood with
Shows pretty
appropriate Use of vocabulary great difficulty Extremely poor
good mastery of
Vocabulary vocabulary affects due to use of
appropriate
most of the understanding. inappropriate vocabulary.
vocabulary.
time. use of
vocabulary.
Some
Text is Organization of Organization of
Text difficulties with Incoherence of
organised text pretty text very
organization organization of organization.
coherently. confusing. confusing.
text.
Very good Good content Satisfactory Poor content
Content and Irrelevant
content and and content and and
presentation content.
presentation. presentation. presentation. presentation.