In an attempt to claw back some credibility after ‘the script’ lesson, I bring you a tense review based on an article on the Rolling Stones. It is a good one to use either as a diagnostic or as a review. There are also a couple of interesting bits of lexis, should be fairly easy to do from the worksheet and as a warmer there is a listening element made from the direct speech from the text, which you can return to later if you fancy.
And as if that were not enough, there is also going to be a follow up listening lesson with Paint it Black!
This as is often the case with our lessons asks you to train students to notice the grammar and there is some vocab to work out from context. The worksheet should be pretty easy to follow I hope.
Apologies for the listening, couldn’t find it online so had to do it myself!
Level: Int +
Aim: to review / test tense awareness
Picture: just follow worksheet
Listening: The idea here is to get the students thinking about what is actually being said, and so rather than standard gist questions I have made a task where they have to paraphrase what the person is saying, this will be hard as there will be some vocab that may be unknown in this context ‘cut’ for example. However, the idea is to start to give them the tools to deal better out of class. Don’t worry about playing the recording a few times or even, give them a time limit, send it to them via ‘What’s app’ and they can listen as many times as they need in that time. They can then read to check if they were right.
- first read to check listening
- Read to answer gist questions – answer together
Just as it says really, give students a time limit, you know your class! As i said above, this is either a diagnostic or revision, works for either. I would go a bit demand high on this though during the feedback, so on the past simple, “why is it past simple? which time phrase is used?” How else could the present continuous be expressed grammatically? that sort of thing.
Follow the worksheet, as a follow on, i often ask the students to find examples of direct speech by musicians they like and turn them into direct speech and bring it to class next time or email them to me to check.
Vocab from context:
More of our training, I know we put this into almost every lesson, but getting your students comfortable in working out meanings for themselves is important and the more practice they are given, the better they will get.
Listening (the return):
Now get students to listen again to the first recording, they should find it much easier. Here is where you could highlight some of the following:
- elision: things like “we wen in”
- language often used in anecdotes: “we were like”
- stressed and weak forms
- sentence stress and where the pauses happen
- Worksheet (word) – Rolling stones worksheet
- Worksheet (PDF) – Rolling stones worksheet
- Answers (word) – Rolling stones worksheet answers
- Answers (PDF) – Rolling stones worksheet answers