No.
:Ver1_EM1_
Teacher’s Resource ENG_L17
Grade: 7 Subject: English Book: Viva
L No.: 17 Past Tense TR Statu Proposal √ Approved Dt: 22/10/2020
1. Lesson’s Objectives / Competencies to be achieved:
1.1. Competencies to be achieved:
17.7.1 Students should have clear clarity of the four forms of past tense.
17.7.2 Students should be able to identify appropriate tense to be used in a sentence.
17.7.3 Students should be able to demonstrate proper usage of verb tense in a sentence.
17.7.4 Students will be able to identify and demonstrate proper usage of positive, negative and
interrogative past tense in a sentenece.
17.7.5 Students should be able to identify and demonstrate proper usage of simple past tense/past
continuous tense/past perfect tense/past perfect continuous tense.
1.2. Rubrics:
1.2.1 Student should know the four forms of past tense.
1.2.2 The student should be able to identify and demonstrate proper usage of positive, negative and
interrogative past tense in a sentene..
1.2.3 The student should be able to identify and demonstrate proper usage of past continuous tense.
1.2.4 Students should be able to identify appropriate tense to be used in a sentence.
1.2.4 Students should be able to identify and demonstrate proper usage of simple past tense/past
continuous tense/past perfect tense/past perfect continuous tense.
1.3. Co-relation with Previous Year: Chapter13 – The Past Tense
1.4. Co-relation with next year: Book-Eng Grammar - Chapter 15 - The past tense
2. Essential Details:
2.1. No. of lectures required : 13
2.2. Expected Schedule : 25th November – 20 th December 2020
2.3. Pre-preparations / Materials Required: Given with each activity
2.4. Suitable Teaching Method: Mentioned with the lecture plan.
2.5. TLM / Teaching Aids to be used: Mentioned with the lecture plan.
2.5.1. By Teacher: Mentioned with the lecture plan.
2.5.2. By Students: Mentioned with the lecture plan.
2.6. Important Links:
2.6.1. SoA video link : N.A.
2.6.2 Link for Extra Reference for tr : N.A.
2.6.3 Link to be shown to students: : N/A
2.6.4 Reference to smartclass content : N.A.
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3 Highlights of the Lesson / Content to be covered (Only discussion):
1) This tense is used to refer to something that happened in the past. Sometimes, past tense is also called
as ‘simple past tense’. Example: We stayed in a hotel.
2) Simple Past tense: The simple past tense, sometimes called the preterite, is used to talk about a
completed action in a time before now. The simple past is the basic form of past tense in English. The
time of the action can be in the recent past or the distant past and action duration is not important.
Examples: John Cabot sailed to America in 1498.
3) Past continuous tense: This type of past tense is used to describe an event or occurrence that is going
on at some point in the [Link] form the past continuous tense by using was/were with the ing form of
the mail verb.
Example: We were playing tennis at the club.
4) Past Perfect Tense: This type of tense is used to describe an event in the past that has been completed.
The past perfect tense is formed by had + past participle of the main verb.
Example: We had completed our match before she had come.
5) Past Perfect Continuous: This type of past tense verb talks of an action that started in the past and
continued up until another time in the past. The structure is had+ been+ verb + ing form of the main
verb.
Example: I had been playing the drums since school time.
4 Major Activities / Practical to be done:
4.6 Activity by the teacher: Total Activites-
Teacher’s activity -1 – simple past tense
Procedure:
1) On the board write down the question: “What did I do a moment ago?” Then ask your students to close
their eyes and keep them closed until you say, “Open your eyes.”
2) Meanwhile change five things related to you or (and) the classroom. It can be funny things such as
taking off one shoe (if you are courageous enough), putting on big sunglasses or a straw hat, drawing a
picture on the board, moving a chair, sitting down on a chair, putting your handbag on someone’s
desk, drinking some water from a plastic bottle, etc.
3) .When students open their eyes, point to the board and ask:
4) “What did I do a moment ago?” Students look around and answer the question.
5) Split your students into small groups. Ask them to think and construct few senetences about what did
they did yesterday or in the morning before coming to school.
6) Depending on the level, they may need some help from the teacher.
7) Example of Possible answers:
1 I met my cousin yesterday.
I painted a wonderful picture.
I bought new paints and brushes.
I father took his car to the mechanic.
I had a nice telephone conversation with my friend.
I got a phone call from my aunt. I called my aunt from my mobile phone.
I went to my frind’s place. We worked as team. We had an important project to complete.
8) With the help of these examples the teacher will move on to the explanation of simple past tense
concept from the text book.
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9) Students will be given an exercise (fill in blanks). On their notebook they have to change the verb in
the brackets and give the correct pronunciation of that verb.
The girl ______ in the bark (play)
The class ______ to go to the museum. (decide)
Mary ________ the party. (miss)
The thief _______ the bank. (rob)
10) Teacher will explain that we use past tense in questions to ask about things happened and completed in
the past.
11) The teacher also will explain to the students that we use the past form of (do) which is (did) to ask in
the past, and with (did) we use the verb in the simple form, but when we answer we convert the verb
into the past form.
(we will do some examples together)
EX. (1) Did you drink something before class?
Answer: Yes, I drank some coffee.
OR: Yes, I did
(2) Did you study for the exam?
Answer: Yes, I studied for the exam.
OR: Yes, I did.
12) The teacher will now explain and demonstrate the negative and interrogative in simple past tense as
given on page 123 (tabular form)
eg. Of Negitive statements in simple past tense.
Did you see the movie?
No, I didn’t ( or) I didn’t see the movie.
They were not in Rio last summer?
We Did not have any money.
We did not have time to !isit the Eiffel Tower.
We did not do our exercises in the morning.
13) eg. Of Negitive statements in simple past tense.
Were they in Iceland last January?
Did you have a bicycle when you were young?
Did you do much climbing in Switzerland?
14) For all the negative and interrogative form of all verbs in the simple past always use the auxillary
‘did’.
15) The teacher will instruct the students to complete exercise A in their notebooks independently.
16) The teacher will encourage peer learning in the class.
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Teacher’s Activity -2 – Past Continuous tense
Resources required
Procedure
1) Begin teaching the past continuous by telling a story with exaggerated details through the use of the
past continuous.
2) For example: "I remember that day well. The birds were singing, the sun was shining, and the children
were playing games peacefully."
3) Point out how the past continuous is used to paint a picture of the scene.
4) Quickly review the past continuous structure with the class.
5) Go over differences in usage between the past simple and past continuous.
6) Point out that the past continuous focuses on a specific moment in the past.
7) Write various examples on the board of sentences combining the past simple and past continuous to
illustrate the idea of an interrupted past.
8) For example, "I was walking through the park when I met Devam."
9) Ask students to comment on what function the past continuous plays in the example sentences.
10) The teacher will demonstrate on the board the forms of the past continuous forms: affirmative,
interrogative and negative.
The past continuous is formed as follows:
to be in the simple past + verb + ing
The affirmative form:
I, he, she, it was playing.
you, we, they wer
e
Examples:
Yesterday evening I was watching a film, when someone knocked on the door.
This morning I was revising my lessons when my father came in.
Jim and Liza were playing tennis yesterday at 11:00.
The interrogative form:
Was I, he, she, it Playing?
wer you, we, they
e
Examples:
What were you doing yesterday evening?
And what was your mother doing?
Where were you going, this morning at 7:30?
What were Jim and Liza doing?
The negative form:
I, he, she, it was not / wasn't playing.
you, we, they were not /
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weren't
Examples:
I wasn't reading a book yesterday evening; I was watching a film.
My mother wasn't preparing dinner; she was working on the computer.
We weren't playing cards.
11) Have students divide into small groups of 3-4.
12) Ask students to complete the activity by providing an appropriate response with the past continuous to
describe an action that was interrupted.
Use the verb suggestion to complete the sentence with an appropriate phrase expressing an
interrupted action:
I (watch) ____________ when her boss called with a job offer.
My friends (play) _____________ when they felt the earthquake.
When I walked in the door, they children (study) _________________.
We (eat) _________________ when we heard the news.
My parents (travel) ________________ when I telephoned that I was pregnant.
13) Next, have students first conjugate verbs in the past simple to complete the story.
Put the following verbs into the past simple:
Thomas _______ (live) in the small town of Brington. Thomas _______ (love) walking through the
beautiful forest that surrounded Brington. One evening, he ____ (take) his umbrella and _____ (go) for
a walk in the woods. He ______ (meet) an old man named Frank. Frank _______ (tell) Thomas that, if
he _____ (want) to become rich, he should invest in a little-known stock called Microsoft. Thomas
______ (think) Frank _____ (be) foolish because Microsoft ____ (be) a computer stock. Everybody
_____ (know) that computers _____ (be) just a passing fad. At any rate, Frank _______ (insist) that
Thomas _____ (be) wrong. Frank _______ (draw) a wonderful graph of future possibilities. Thomas
______ (begin) thinking that maybe Frank ______ (understand) stocks. Thomas _______ (decide) to
buy some of these stocks. The next day, he ______ (go) to the stock broker's and _____ (buy) $1,000
worth of Microsoft stock. That _____ (be) in 1986. Today, that $1,000 is worth more than $250,000!
14) Next, ask them to insert past continuous clauses into the appropriate place in the story.
Insert the following past continuous fragments into the above story.
As Frank was drawing the graph, ...
... while he was walking to work,
it was raining, so...
While they were discussing the stock, ...
When he was returning from his walk, ...
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As he was walking through the woods,
15) The students will be writing this exercise in their notebooks.
16) Correct this exercise as a class.
17) Make sure to note differences between the past continuous and past simple as you review.
18) Ask students to complete the written exercise focusing on a special day in their lives.
19) Once they've written their paragraph, ask students to find a partner.
20) Each student should read their paragraph and ask questions to check to understand.
21) The students will attempt exercise C in the class independently for more clarity of pat continuous
tense.
22) The teacher will assign Exercise B as homework to the students. (In notebook)
Teacher Activity 3: - Past perfect tense
Resource:
Verb cards to be prepared with reference to the video.
Procedure:
Warmer: Discussion Questions
1. What do you do for lunch during the week? (Vocabulary: eat out, take out, to
bring a pack lunch.)
2. Which do you prefer: Going out to lunch or bringing a pack lunch?
3. What are some benefits from going to lunch with a colleague or client?
4. The teacher will play this video in the class and will ask the students to watch the same intently.
[Link]
5. Watch the video as a class. Tell the students to remember the order of [Link]’s routine without taking
notes. While watching, pause the video at each step of the sandwich making process for the students to
predict what Mr. Bean will do next.
6. After watching, divide the students into partners and write down as much of the routine that they can
remember in one minute.
7. Check: Make this into a game by giving each group one point for each correct action and one point for
using a phrasal verb correctly. Each group can only say one action at a time.
8. Give the students cards of verbs from the comedy routine.
Ask them to put the routine in [Link] the video again to check answers.
9. Attach the same cards along one side of the white board. Write on the board ordinals: first, second,
then, after, after that…As a class, write down on the white board Mr. Bean’s routine using ordinals.
10. Write on the board: Mr. Bean smashed the pepper. Then he took off his shoe.
11. Ask: What happened before Mr. Bean smashed the pepper? (‘He took off his shoe.’)
12 . Write: “Mr. Bean _____ ______ ______ his shoe before he smashed the pepper.”
13. Elicit the structure of past perfect (had + past participle)
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Mr. Bean had taken off his shoe before he smashed the pepper.
Before he smashed the pepper, Mr. Bean had taken off his shoe.
had taken off smashed
___________________________________________________
Earlier past Past Now
Formation of a Negative in past perfect: Mr. Bean hadn’t taken off his sock before he smashed the
pepper.
Formation of Question/interrogation in past perfect: Had Mr. Bean taken off his sock before he
smashed the pepper?
14. Other examples:
The business man offered him a sandwich after he had sneezed.
After Mr. Bean had sneezed, the business man offered him a sandwich.
When the movie finished, I had already laughed.
I had already laughed when the movie finished.
15. The teacher will ask the students to form past perfect sentences with the above given examples in pair
for better understanding of the concept.
16. The students will also form negative/interrogation senetences with the above examples in their
notebooks or on an A4 sheet.
17. The teacher will instruct the students to complete exercise D in the class if time permits or to be done
as homework.
18. The teacher will assign exercise E as homework given on page 127.
Teacher Activity 3: - Past perfect continouous tense
Procedure:
1) Introduce the past perfect continuous by speaking about a past event .
2) For example, speaking about a situation in which people were asked to wait for a long period, or some
other anticipatory action took place.
3) A good example might be an exciting new product release by Apple.
Duration of a Past Activity
The customers had been waiting for three hours just to get in the door when the store
finally opened.
Jennifer said she had been saving her money to buy the new iPhone.
4) Another example could be a test that students have recently taken. In this case, you can also ask some
questions:
5) How long had you been studying for the Olympiads when you took it?
6) Had you been working together before you took the test?
Explaining the Past Perfect Continuous on the Board:
7) Use a past perfect continuous timeline to illustrate the relationship of the tense to a past event.
8) The construction is a little complicated, so providing a quick grammar chart can also help with
understanding.
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Subject + had + been + verb(ing) + objects
We had been working for twelve hours by the time we finished the project.
Susan had been complaining for weeks when he finally purchased her the new car.
9) The teacher will ask the students to attempt exercise F in the class independently.
Activity by the students: Total activites:
Student Activity 1- Grammar + Speaking
Resources required:
: Paper for making verb cards
Procedure:
1. Divide the students into groups of four.
2. Give each group 12 card-sized pieces of paper, preferably using recycled copy paper.
3. Tell the groups to work together to find 12 interesting verbs in their dictionaries and
write one of them in present tense form on each of the cards.
During this time, the teacher should circulate and check if the verb is irregular,
you could assist them and suggest they write the past tense form on the card as well.
4. When the groups have finished making their stacks of 12 cards, tell them to exchange
them with another group, making sure no group is left with their own cards.
5. Tell the groups to use their dictionaries to check the meanings of any verbs they don’t
know.
6. Tell the groups to shuffle the cards and put the stacks face down on their tables.
7) Demonstrate how to start a past tense chain story:
8) A student picks up a card and starts by saying “Yesterday….” and makes a past tense sentence using
the verb on that card.
9) The next student picks up a new card, repeats the previous student’s sentence and
adds a new one of his/her own, using the verb on her card.
10) They continue this, each time repeating the entire chain of sentences and trying to make some
semblance of a continuing story.
11) Finally, when the groups have all finished, make new groups, each member coming
from a different original group, so each has a different story
17) Each student tells their story to the other members of their new group.
Student Activity 2- Written Exercise
Resources required:
Procedure:
1) Write a description of an important day in your life.
2) Include the most important events that occurred during that day in the past simple.
3) Once you have written the important events using the past simple, try to include a description of
what was happening at some of the specific moments when those events occurred to provide more
details.
4) Write out a few questions about your important day.
5) Make sure to include a few questions in the past continuous.
6) For example, "What was I doing when I found out about the job?"
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7) Find a partner and read your story twice. Next, ask your partner your questions and discuss.
8) Listen to your partner's story and answer their questions.
9) This exercise will help the teacher to analyse how well are the students able to use the concept of
cpast continuous tense in sentence formation while speaking and writing.
10) The teacher will give the handout of WS-1and WS- 3, which the students will complete in the class
in their notebooks.
5 Teaching Strategy / Lecture-wise Plan:
[Link] Topic to be Taken No. of Lectures
.
1. Teacher’s activity 1.( Kindly refer Teacher activity 1 for detailed 2 - continuous
explanation) The student will work on Exercise A independently.
2. Student activity 1. ( Kindly refer student activity 1 for detailed 2 – continuous
explanation)
3. Teacher’s activity 2. ( Kindly refer Teacher activity 2 for detailed 2 – continuous
explanation) +1 if needed
4. Student activity 2. ( Kindly refer student activity 2 for detailed 1
explanation)
5 Teacher Activity 3 ( Kindly refer teacher activity 2 for detailed 2 continuous +1
explanation) .
6 Students Activity 3 . ( Kindly refer student activity 3 for detailed 2
explanation) .
6 Study Material:
(Lesson’s Important Notes / Exercises or Q & A/ Points to remember)
6.6 Classwork Notes (Definitions / New words / Statements):
6.7 Worksheet:
7 Practice / Reinforcements: (H.W. / Projects & Assignments)
7.6 H.W. : Exercise – B – page 125, exercise E as homework given on page 127.
7.7 Worksheet :
7.8 Projects : N/A
7.9 Other : N.A.
8 Co-relation with other areas or activities:
8.1 Inclusion in Student’s Portfolio: N/A
8.2 Field Trip : N/A
8.3 Bulletin Board: N/A
8.4 Competition / Celebration: N.A.
8.5 Project to Parents: E- Activity. N/A
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8.6 Project for Exhibition : N/A
STUDENT ASSESSMENT RUBRIC – past tense
Paragraph Need Practice good very good Excellent
format and
organization Student wrote 1 paragraph with Student wrote 1 paragraph with Student wrote 2 paragraphs Student wrote 2 paragraps
many grammatical errors (articles, many grammatical errors (articles, with no more than 6 with 4 or less grammar errors
contractions, verb form and contractions, verb form and grammatical errors (articles, (articles, contractions, verbs
spelling). Did not follow directions. spelling). Did not follow directions. contractions, verb form and and spelling). Followed all
How the spelling). Followed most of the instructions.
paragraph Not presented directions.
was
organized.
Grammar Need Practice good very good Excellent
Student has 6 or more Student has 7- 9 grammatical Student has 6 grammatical Student has 3 or less
grammatical errors or mistakes in errors. or mistakes in verbs shift to errors or mistakes in verbs shift grammatical errors or
Sentence verbs shift to past tense. (The past tense which makes to past tense. mistakes in verbs shift to past
Structure: sentence does not have a subject communication difficult for reader (The sentence has a subject and tense. (The sentence has a
Subject - and or verb, not a right structure) a verb. Right [Link] are subject and a verb. Right
Verb used and placed correctly) [Link] are used and
placed correctly)
Past Simple Need Practice good very good Excellent
The Past Simple tense usage The Past Simple tense usage is The Past Simple tense and Past The Past Simple tense is 90%
interferes with reader's managed to incorporate it to 1 Continuous is 80 % correct and correct and students have
Uses the Past compehension, lacks of use of paragraph however the ideas are no students have managed to managed to incorporate the
Simple Tense regular or irregular verbs or uses enough understandable. incorporate the Past Simple to 2 Past Simple & Past
( and Past only present tenses to paragraphs in an Continuous to the 2
Continuous if communicate understandable way. paragraphs in a very creative
possible) way.
(if possible used past
proggressive)
Content Need Practice good very good Excellent
There was no connection with the Student has minimal details in the Student has included detailed There was a connection
student's ideas with his/her presentation of his/her paragraph. information about the topic between his/her choosen
Do the choosen topic. Lacks of description selected. Using a good topic and the student's ideas.
sentences in Content is not clear to read description of the facts in the There were clear ideas and
the paragraph story. descriptions of the actions.
express a
complete
thought?
Rubric:
Category 4: exceeds 3: meets 2: approaching 1: starting 0: not present
Past Consistently Usually uses Sometimes uses Rarely uses Does not use
Continuous uses past past past progressive past past
progressive progressive tense correctly progressive progressive
tense correctly tense tense correctly tense correctly
correctly
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