Katholieke Hogeschool Kempen – Departement Lerarenopleiding VorselaarBachelor in het onderwijs: secundair onderwijs Lepelstraat 2 – B 2290 VorselaarTel +32 (0)14 50 93 42 - Fax +32 (0)14 50 93 44 - E-mail: kvr@khk.be

LesvoorbereidingStudent: Dieter Van Dingenen, Kirsten Renders en Loes Thijs

Stage-oefenles

2 ILSO tel.       ProeflesE-mail:      

Datum stage:       Uur:      School:      

Klassengroep:       Aantal lln.:      Lokaal:       Vak: EngelsMentor:       Docent: Jen Van Loock

LesonderwerpSUBJECTGrammar: The Past Simple versus the Present Perfect.

BronnenSOURCES

What's Up 2 (Workbook) G. De Roeck, D. Jordan, J. Kelly, A. Vandaele, M. Vermeulen, P. Vandewiele, Novum

All aboard 2 (Textbook), Nadine Corbeels, Lydia Gonay, Jean Jacobs, Bernice Maes, Van In, 1998

Contact 2 (Textbook),Vanden Borre, Plantijn, 1998An English reference grammar for schools, W. De Moor, Pelckmans, 1989

www.englishpage.com/verbpage/verbs5c.htm

http://home.planet.nl/~blade068/grammar/t1.htm

PEU second edition, Michael Swan, Oxford University Press, 1995

Advanced Grammar in Use, Martin Hewings, Cambridge University Press, 2001

BeginsituatieINITIAL SITUATION3rd form, 2nd year of English

Vakoverschrijdende eindtermenFINAL ATAINMENT LEVELS

a) for English- luisteren: 1, 2, 3, 4, 5

1

- lezen: 7, 8, 10, 11- spreken: 13, 14, 17- schrijven: 19, 20

b) vakoverschrijvende eindtermen- De leerlingen leren met behulp van informatie op het bord, invulbladen in te vullen, de leerlingen leren noteren.

LeerplanCURRICULUM

VormingsdoelenFORMATON OBJECTIVESLanguage:- The pupils realize that they need to know the difference between the use of the Simple Past and the Present Perfect in order to use the right tense in conversations.- The pupils realize that the choice of a tense has an influence on the meaning of the sentence ( Simple past: action is completely over, Present Perfect: action started in the past and has a link with the present.)

Learning strategies: 2, 3, 5, 8, 10, 11, 13Personality Formation: 1, 4, 5, 7, 8

World view:

Concrete doelenSHORT RANGE OBJECTIVES

1. Initial stage:- The pupils see the difference between the Simple Past and the Present Perfect

2. Development:- The pupils can fill in worksheets with information given by the teacher or copy it from the blackboard. (writing)- The pupils can do exercises with new information, using the blackboard, worksheets to help them. (writing)- Pupils are able to use the right tense in a particular sentence. (writing/speaking)- The pupils realize that there is a difference in meaning between the use of the simple past and the present perfect.

3. Evaluation stage:- The pupils can do exercises with new information, using the blackboard or worksheets to

help them (writing)- The pupils are able to work in pairs and find a solution together. (writing/speaking)- The pupils are able to explain the solution of an exercise to each other. (speaking)

Werkpunten

2

Inhoud Methode MateriaalOrientation stage:Introduction of the teacher

Introduction of the subject:Simple Past versus Present Perfect

Yesterday I fell into my grandfather’s pool. = Simple PastI have never felt this ill before! = Present Perfect

(The teacher is wearing a shawl.)T : Good afternoon (haaaatsjiiiieee!!), my name is ….and I’ll be your English teacher for today (haatsjooeee!!). I’m very sorry but I have a cold. (Haaaatsji!) What is this I’m doing?P : You are sneezing!T : Yes, indeed, I am! You know why that is?P : No….T : Yesterday I fell into my grandfather’s pool.(T writes the sentence on the blackboard)And that’s why I‘ve never felt this ill before!(T writes the sentence on the blackboard)Now, I need someone who wants to come to the blackboard to underline the verbs in these sentences.(Pupil comes to the blackboard)The first sentence, which tense is that?P : the Simple PastT : very good and how about the second sentence? Which tense is ‘I have felt’P: the Present PerfectT : very good!(Teacher writes the tenses next to the sentences.)

Shawl

Development stage:Presentation. So we’ve just had a quick look at the tenses we’re going to

see today. I will try to make clear when you use which tense and why, that’s the subject for this lesson.

Simple Past

USE 1

- With adjuncts of definite past time- Definite means that the period in which the action happened is completely over

So, let’s have a closer look at the sentences on the BB.

(teacher writes the rules on the bb in a scheme - pupils copy the scheme on the space on their worksheets)

Yesterday I fell into my grandfather’s pool.

T : Why do we use the Simple Past in this sentence? There’s an indication, a specific word, in this sentence. Because of that word we have to use the Simple Past. Which one is it?P : Because yesterday is in the sentence.T : And when I say yesterday, what do I say about the action then?P : it’s completely over, it’s a past action.T : very good! Yesterday is an adjunct of definite past time. Can you give me another example of such an adjunct? P : In 1975, The day before yesterday, last year, …

I think you all know when and why to use the Simple Past, so let’s go on with the next sentence.

I’ve never felt this ill before.

T : Who can tell my why we used the present perfect over here?P : Because it happened in the past, but we don’t really know when.T : very good. Can you give me another reason why we use the present perfect? In this sentence there’s also a word that makes us use the Present Perfect.P : Because there is never in the sentence.T : Indeed, Yesterday is an adjunct of definite past time

Worksheet

Present Perfect

USE 1

- With an action that happened in the past, but we don’t specify precisely when it happened.- The action started in the past and is still going on now/has a link with the present.

because we know exactly when ‘yesterday’ was. When we use never we don’t know exactly when that is or was. What do we call such a word then?P: an adverb of indefinite past time.T : Ok, brilliant, can you give me some other examples?P : sometimes, already, often, ever, …

T : Very good. Now, before we go on to the exercises there’s another difference between the two tenses you need to know. First take a look at these pictures. Can someone tell me what they are about? P : there’s a picture of the ‘Big Friendly Giant’ and one of ‘Charlie and the chocolate factory’.T : Yes indeed, do you know who has written these books?P : Roald Dahl.T : Correct. Roald Dahl has written ‘The BFG’. (teacher writes down the sentence on the BB)By the way: did you know that Roald Dahl is British? Which tense did I use in this sentence?P : the Present PerfectT : indeed, but as you can see there’s no adverb of indefinite past time or an adjunct of definite past time in it. Why did I use the Present Perfect? Why not say: Roald Dahl wrote ‘The BFG’ and use the Simple Past?P : ???T : I’ll give you a hint. The books he has written are still here. We can still read them.P : there’s a connection with the presentT : Yes, brilliant! We use the Present Perfect when there’s a connection with the present. When we use the Past Simple when the action is definitely over and there’s no connection with the present.

Picture BFG and Charlie and the chocolate factory (film)

- With adverbs of indefinite past time

Present Perfect

USE 2

- When a finished action or event is connected with the present in some way.

Simple Past

USE 2

- When the action is definitely over and there’s no connection with the present.

Now these tenses are all very freshed-up we can go on with some exercises. You can use the blackboard for help.

Integration:Exercice 1

Exercice 2

Exercise1: pupils do the exercise in pairs, we correct with the whole class. Teacher asks about the rules, why they used a tense, they can write it down between the sentences.

Exercise2: pupils do the exercise individually, we correct by letting the pupils read a sentence in turn, they can correct their mistakes and ask questions if they do not understand why.

There are extra exercises in front of the class (with correction

keys) for pupils who have quickly finished their exercises.Evaluation Stage:

Sentences:

Beginnings:1. Now I live in London…2. As you know, I (send) her a nice present for

her birthday…3. Miss, I’m afraid that I (not finish) my task

for today.4. I (write) this letter 10 days ago…5. When Gina (see) Tom kissing Lisa…6. I (bake) a cake…7. When he was 13…

Endings:1. … but until last year I (live) in Paris.2. … (she like) it at all?3. … You see, my dog (eat) it for lunch

yesterday.4. … but I (post) it only yesterday.5. … she (hit) him in his face and now he has a

blue eye!6. …do you want some?7. … his parents (move) to the United States

The class is divided in two parts. Every pupil receives a card. The pupils who are part of the first group receive a card with the beginning of a sentence. The pupils who are part of the second group receive a card with the endings of those sentences.

1. Every pupil has to find his/her match. This means that they have to make pairs so that they have a complete sentence.

2. Every sentence contains a verb between brackets. The pupils have to put it in the right tense.

3. Now the pairs have to read their sentence out loud and explain the class why they’ve chosen that particular tense.

Cards with the sentences in two different colours.