Учебное пособие: The English grammar

c) This time next week we’ll be lying on the beach in Florida.

d) I’m using this office while mine is being decorated.

2 If possible, show your time-lines to a colleague, a high-level student, your supervisor, someone not in EFL for their comments.

Comment

Of the people who were shown your time-lines, who understood them easily, who had the most difficulty/ Why do you think this was?

Task 2

Aim

To give practice in writing questions to check that students understand new language.

Procedure A

1 Write concept questions to check the understanding of particular language items. For example:

a I wish they’d come.

b He used to go fishing every week.

c She must have gone out.

2 Swap questions around and get each set modified or developed by others in your group.

3 Discuss.

Procedure B

1 Write concept questions for a particular structure.

2 Ask colleagues to try to guess what is being checked.

Procedure C

1 Get each person in your group to prepare concept questions for different items.

2 Shuffle the items and questions.

3 Get the whole group to match them.

Task 3

Aim

To consider the most suitable approach to use when presenting and practising a structure.

Procedure

1 Think about a class you are familiar with – perhaps your TP group or a class you are observing.

2 Which approach would you use – inductive or deductive – to present or revise the following structures? How would you illustrate and check the students’ understanding of the meaning of the structures?

a The present perfect to talk about experience of events before ‘now’: for example, I’ve seen ‘Cats’ six times .