Narrative Tenses Kahoot

Here is a Kahoot I found on narrative tenses using gap-fill exercises: Narrative tenses by Maria_Grazia_Gitto

The original had timings of 90 seconds per question, which I found too slow paced for my own classroom, so I made a duplicate, in which I changed the timing to 20 seconds.  My duplicate can be found here: Duplicate of Narrative tenses.

https://create.kahoot.it/share/duplicate-of-narrative-tenses/6eab6598-1d70-4bf4-982b-a6948dbb85c8

Narrative Past Tenses Quizziz

This is a quizziz activity for Narrative Tenses using gap-fill exercises:

https://quizizz.com/admin/quiz/650e84789cb5b30d2d9b6f3a?source=quiz_share

Gap-Fill Exercises for Grammar

(TESOL Ideas--Any Grammar Point)

One of my new goals for this blog is to define all the terminology I use in my TESOL posts.  Which means I am long overdue to make a post about gap fills.  I've been posting lots of gap fills on this blog over the years, but I've never dedicated a post to them.

Although, even though I've never had a dedicated post, I have talked about gap fills before.  I mentioned them in my Language Practice Activities for Grammar post.  In that post, I said...

Gap Fills--Example

Students are given a series of sentences with one or more words replaced by a gap.  Students must supply the missing word to make the sentence grammatically correct.  Often the missing word is given to the students in parentheses, and students must supply the grammatically correct form of the missing word.   (e.g “I (buy) _____________ a great CD last week.”)

Gap fills are an extremely common prompt in controlled practice exercises.  They don’t always need to be gamified.  For a more sedentary class, it is perfectly fine to do the gap fills sitting in desks with paper and pencil.   However, if you want to gamify them for a more active class, they  can be combined with other activities: Board Race, Crossword Puzzle, Garbage Man, Grass Skirts, or Hurricane.  

Gap fills can also be gamified by turning them into a running dictation--i.e. the prompts are posted outside the room, and one student must run outside the room, look at the prompt, run back, and dictate it to their partner who will write it down.  Then, once all the prompts are written down, the students can begin to answer them.

To this description I should add that there is some controversy about gap fills.  Some teachers love them, some teachers frown upon them.

Michael Lewis, for example, argues that we should view grammar as a choice made by the speaker, and not as a matter of right or wrong.  So, for example, if a speaker views an event as extended in duration but not permanent, he or she will use the continuous form of the verb (e.g. present continuous, past continuous, future continuous, present perfect continuous or past perfect continuous).  If a speaker views an event as a permanent fact, they will use the present simple.  This is the difference between saying, for example, "I live in Vietnam" and "I am living in Vietnam".  It doesn't mean that the speaker is right or wrong to choose one over the other, it just means that each shows a certain way of viewing the event.

Similarly, if a speaker views a past event as having an impact in present, they will use the present perfect instead of the past simple.  So I could say "I have seen that movie" or "I saw that movie", and either would be correct, but each would show that I viewed the event in a certain way.  

Michael Lewis, therefore, argues against gap fills as an effective way of practicing grammar.  He writes: “Even if we are fully aware of the external context in which language is used, we cannot without complete insight into the speaker’s motivation, attitude, presuppositions, etc, decide precisely the language that speaker would use in that particular context.” (Michael Lewis in The English Verb, 1994, p.40.  I've previously used this quote in this paper here.)

So, this is something to always keep in the back of your mind whenever you are designing and using gap fills.  My own view is that this objection seems to be more valid in some situations than in others.  For example, in my opinion in many cases the difference between the past perfect and the past perfect continuous is very hard to define, and it just comes down to how the speaker chooses to view the event. On the other hand, there are other sets of gap fills in which it does seem that one answer is clearly right and another answer is clearly wrong.

I guess the moral of the story is that if you are using gap fill exercises in your class, be sensitive to the fact that the student may be viewing the event differently from you, and be willing to sometimes accept alternative answers.

Notes:

* This post is for gap fills in grammar lessons specifically.  For using gap fills in vocabulary lessons, see this post HERE.  

** Over the years I've been posting on this blog, I've used the forms gapfill, gap-fill and gap fill.  Apologies for the inconsistency.  I've googled it just now, and based on the British Council website and Collin's Dictionary, it looks like the preferred form is Gap-fill.

*** I'll repost the example I linked to above.  It  originally comes from this post HERE.  Google drive links are drive, docs, pub.  Notice that, in spite of what Michael Lewis says, it does seem that in many of these sentences there is one answer that seems clearly preferable.  Although admittedly...not all of them.  A couple of them are probably arguable, huh?  Let me know in the comments if you have any strong thoughts.

1.   I (buy) _____________ a great CD last week.

2.  I (not go) _____________ to the beach yesterday

3.  I (meet) _____________ some interesting people.

4.  I (not do) _____________ anything last night.

5.  I (do) _____________ a lot of silly things when I was a student.

6.  I (read) _____________ all the Harry Potter books.

7.  I (read) _____________ The DaVinci Code in 2005.

8.  I (eat) _____________ too much at lunchtime.

Answers:

1. I bought a great CD last week.

2. I didn't go to the beach yesterday

3. I have met some interesting people.

4. I didn't do anything last night.

5. I did a lot of silly things when I was a student.

6. I have read all the Harry Potter books.

7. I read The DaVinci Code in 2005.

8. I ate too much at lunchtime.

Narrative Tenses (Past Tense Forms)

(TESOL Ideas and Worksheets Subdivisions)

[Note: "Narrative Tenses" is a term used by some textbooks to include the past simple, past continuous, past perfect, and past perfect continuous. Narrative tenses are distinguished from the general category "verb forms to refer to the past" because narrative tenses do not contain forms like the perfect aspect--e.g. "I have seen that movie before."]

* A Trip to the Jungle 

* Quizziz for Narrative Tenses

* Narrative Tenses Kahoot

* Garbage Man for Narrative Tenses

* Board Race for Narrative Tenses

* Narrative Tenses Writing Prompt

...see also my indexes for past simple, past continuous, past perfect, and past perfect continuous.

Silly Strategies for Reading Test

(TESOL Worksheets--Test Familiarization, IELTS Reading)

Google Document: docs, pub

[Notes: This is based on the Silly Tips activity that I had previously posted in this post here.  I recently used this activity to familiarize my students for an upcoming reading exam that included these question types.  But as these question types also occur on the IELTS reading test, this activity can also be used for IELTS preparation.]

Matching Headings to the Text

Please cross out the useless tips and think about which useful tips you would use. When and HOW could you use them?

Don’t look at the headings before you read the text.​

Sit next to someone you can copy.

Read the first one or two sentences and the last sentence of each section to understand the general meaning of the section. Don’t worry about highlighting keywords. ​

Bring some of your grandma’s baked goods to bribe the examiner.

Don’t worry about understanding every word.​

Match any headings that are very obvious and you are sure about.

For headings you are not sure about:​

• Identify the difference between each of the headings. Establish if there are any synonyms in the paragraph of keywords in the headings.​

• If you still can’t pick one, move on. The answer will often reveal itself later.

• Take a dice to the exam.  If you’re still not sure, roll the dice and write the numbers that you roll by each letter.

Remember these questions are about understanding the main idea of each section.

Sentence Gap-Fills

Please cross out the useless tips and think about which useful tips you would use. When and HOW could you use them?

Read the question sentences first. ​

Think about what the word form could be and try to predict the answer. ​

Think about the keywords and their synonyms. 

Locate the information by scanning quickly. If you can’t locate the answer quickly, move on.​

Try to write two answers for each gap-fill.  This will double your chances of getting it right.

If you can’t find the answer in the text, just write “something” in the blank.  Even if it’s not the right answer, the examiner won’t be able to mark it wrong because technically the answer is something.  If it does get marked wrong, you can argue with the examiner after the test.

Read the incomplete sentence again.​

According to the rules, the examiner has to give you hints about what letters to use.  You are allowed one consonant for free, but you have to buy the vowels.

Study the reading text more carefully to establish the answer.​

If you’re not sure about your answer, try to write it in sloppy handwriting so that it will be difficult to read.  If the examiner has trouble reading your answer, they will give up and just give you the point.

Check your spelling.

Multiple Choice

Please cross out the useless tips and think about which useful tips you would use. When and HOW could you use them?

Read the questions first (carefully).​

Skim the text to get the general meaning.​

Underline any keywords in the question and think about any synonyms that might appear in the text.​

Read the choices and underline any keywords. Think about the difference in meaning between the different choices.​

Predict the correct answer.

Remember that statistically, “C” is the most common answer on multiple choice questions. So if in any doubt, choose “C”.

Read the text. Use keywords and synonyms to locate the part containing the answers.​

Read that part of the text very carefully, thinking about the difference in meanings.​

Think about which options are correct and why the other options are wrong.​

Remember these tips.  Choose “A” for any question that asks about alligators.  Choose “B” for any question that has the word “because” in it.  Choose “C” for any question that has a caterpillar in the answer.  And choose “D” everytime you hear someone cough.

Go back, read the question again, and mark your final choice.

I created a Kahoot game for listening - test familiarization at my school: Listening Familiarization.  

Possibly this might be useful for other teachers who are teaching in similar programs.  You will have to make a copy of it first, however, and delete any questions which don't apply to your situation.

Test Familiarization Index

(TESOL Ideas and Worksheets Subdivisions)

* Cheating Quiz

* Passive Voice with Modals Dictogloss: Test Rules

* Kahoot for Listening Test Familiarization 

* Silly Strategies for Reading Test

See also my index of IELTS material.

Lesson Plan for Passive Voice

(TESOL Materials--Passive Voice, Lesson Plans)

Google Drive: docs, pub

Notes: This lesson plan is adapted from a lesson plan I used for p.64 of Impact 4 (that document is here--docs, pub).  In order to make this lesson plan usable for teachers in any context, I made a generic copy in which I deleted any references to reviewing material that was unique to Impact 4.

The template I used for this is adapted from something I've previously posted HERE.

This lesson plan contains material that I've previously posted on this blog:

* Passive Voice: Video and Model Text and Freer Practice

* quizlet on the passive voice

* Kahoot on the passive voice

* Using Tom and Jerry Cartoons to Teach Passives

* Garbage Man Passives

Stage Name	Description of stage	Procedure
Lead-in	The lead-in is to the context of the model text (not the grammar point).  Students are asked to discuss a question with their partner.  The lead-in attempts to connect their knowledge/experience with some aspect of the model text.	Talk to a partner about a time that you were late.  Why were you late?
Model Text	Done as either a reading or listening.  Students process the model text for understanding.  Possibly the students might encounter model text twice (once for gist question, once for specific information questions)	Gist Listening: Watch the video. Jerry has been late 3 times.  Why has he been late? (note: stop the video at 6:20) Specific Detail Questions: Use Worksheet.  Only play until 2:30.
Notice the Target Language	This can either be done as an activity (e.g. running dictation to reconstruct target language, fill in the gaps).  Or it can be simply done by the teacher highlight the target language	Handout out adjusted transcript.  Tell students that some of the sentences are different from the video.  Play the video again, and students correct the sentences on the transcript to make them the same as the video.  Check answers with answer sheet.
Clarify Meaning	Take some sentences from the model text, show them to students, and check their meaning using Concept Checking Questions	Display video from 7:04.  Have the sound off.   Concept Checking Question: Do these sentences have the same meaning?
Clarify Form	Take a sentence from the model text, display it on the board, and elicit the form from students.	Display screen of video at 8:00.  Elicit the form from students for each passive tense.
Clarify pronunciation	Remove the written form from the view of the students.  Do choral drilling followed by individual drilling.  Elicit the stress pattern from the students.	Remove screen from view of students, and drill pronunciation.
Controlled practice	Students have to complete a sentence using the target language.  Teacher monitors, does on the spot correction, and microteaching as needed.	Kahoot game and/or quizlet live
Semi-Controlled practice	Students have to make full sentences using the target language.  Teacher monitors, does on the spot correction, and microteaching as needed.	Students make passive sentences using: Tom and Jerry slideshow–Video
Freer-Practice	Students have to produce some sort of extended discourse (writing, conversation) using the target language.  Teacher monitors, but does not do immediate correction.  Errors are noted down for delayed correction after the activity finishes.	Students write about a time they were late using the passive voice.  Feedback with a gallery walk.
In Subsequent Lessons  (The vocabulary will need to be reviewed in subsequent lessons, or it will be quickly forgotten).
Review activities	Garbage Man. Photocopy onto color paper (white, pink, green,yellow, blue).  Cut up and scatter around the room.  Each team has to find the paper corresponding to their team color.  They bring the slip of paper back to their table, write the correct answer, teacher checks, and then they find another slip of paper.  First team to correctly complete all 10 questions is the winner.

Drinking songs--Interesting Random Facts

According to Wikipedia, the definition of Drinking Song is: 

A drinking song is a song sung while drinking alcohol. 

I couldn't help myself, so I edited the Wikipedia entry myself.

A drinking song is a song sung while drinking alcohol. Actually not literally while drinking alcohol, since it is difficult to imbibe liquid and sing simultaneously. Rather, most drinking songs are meant to be song in between sips of alcohol. 

...we'll see how long my edit lasts.

Passive Voice: Video and Model Text and Freer Practice

(TESOL Materials--Passive Voice)

Video: The Passive Voice

Worksheet: docs, pub

Notes: The video comes from Easy English Youtube Channel.  I've made up a worksheet to accompany it.

Staging follows like this:

Lead-in: Talk to a partner about a time that you were late.  Why were you late?

Gist Listening: Watch the video. Jerry has been late 3 times.  Why has he been late? (note: stop the video at 6:20)

Specific Information Questions: Use Worksheet.  Only play until 2:30.

Noticing the Target Language: Handout out adjusted transcript.  Tell students that some of the sentences are different from the video.  Play the video again, and students correct the sentences on the transcript to make them the same as the video.  Check answers with answer sheet.

The Clarification Stage: 

Clarify Meaning: Display video from 7:04.  Have the sound off.  Concept Checking Questions: Do these sentences have the same meaning?

Clarify Form: Display screen of video at 8:00.  Elicit the form from students for each passive tense.

Clarify pronunciation: Remove screen from view of students, and drill pronunciation.

Possibly follow up with Controlled and Semi-Controlled Practice: (e.g. here, here or here).

In the Freer Practice: Students write about a time they were late using the passive voice (link)  Feedback with a gallery walk (link).

The Passive Voice

https://youtu.be/7FBr-G0ur9I?si=CNn6h6zcsbYB-TNC

1. How many times has Jerry been late this week?

2. How long was Jerry’s car sitting in the same spot this morning?

3. What stopped traffic today?

4. Where did the animals escape from?

5. How late was Jerry yesterday?

6. Why did the policeman pull Jerry over?

1. How many times has Jerry been late this week?

2. How long was Jerry’s car sitting in the same spot this morning?

3. What stopped traffic today?

4. Where did the animals escape from?

5. How late was Jerry yesterday?

6. Why did the policeman pull Jerry over?

Boss: Jerry, this is the third time you've been late this week. We needed you in that meeting today. Fortunately we did the deal, but it almost didn't happen.

Jerry: I'm really sorry, but I was stuck in traffic. My car was sitting in the same spot for 30 minutes.

Boss: If you're getting stuck in traffic every day then you should leave the house earlier.

Jerry: I know, but that isn't the problem. Today was the first time that I was stuck in traffic and it wasn't normal rush hour traffic either.

Boss: What do you mean?

Jerry: Today a zebra stopped traffic.

Boss: A zebra?

Jerry: Yeah, I saw it. The zebra walked right in front of my car. Another car almost hit  the zebra. People saw other animals on the freeway too. It was crazy

Boss: You expect me to believe that a zebra delayed you.

Jerry: It's true. People talked about it on the radio. You should listen to the report. People think that the animals escaped from the zoo

Boss: I'm going to have to check out your story. I'll give you the benefit of the doubt for now, but what about yesterday? You were an hour late.

Jerry: Yesterday I was driving to work when a policeman stopped my car. The policeman pulled me over and the policeman told me I was under arrest.

Boss: Really? Why?

Jerry: The policeman said that people had seen my car at the scene of a crime

Boss: It sounds like you're making up stories.  Did that really happen?

Jerry: It's all true. When the policeman pulled me over, the policeman asked me to get out of the car. He handcuffed my hands behind my back. He said that people had seen my car on the camera of a gas station that the thieves had robbed.

Boss: Jerry, this is the third time you've been late this week. You were needed in that meeting today. Fortunately the deal was done, but it almost didn't happen.

Jerry: I'm really sorry, but I was stuck in traffic. My car was sitting in the same spot for 30 minutes.

Boss: If you're getting stuck in traffic every day then you should leave the house earlier.

Jerry: I know, but that isn't the problem. Today was the first time that I was stuck in traffic and it wasn't normal rush hour traffic either.

Boss: What do you mean?

Jerry: Today traffic was stopped by a zebra

Boss: A zebra?

Jerry: Yeah, I saw it. The zebra walked right in front of my car. It was almost hit by another car. Other animals were seen on the freeway too. It was crazy

Boss: You expect me to believe that you were delayed by a zebra.

Jerry: It's true. It was talked about on the radio. You should listen to the report. It is thought that the animals escaped from the zoo

Boss: I'm going to have to check out your story. I'll give you the benefit of the doubt for now, but what about yesterday? You were an hour late yesterday.

Jerry: Yesterday I was driving to work when my car was stopped by a policeman. I was pulled over and the policeman told me I was under arrest.

Boss: Really? Why?

Jerry: The policeman said that my car had been seen at the scene of a crime

Boss: It sounds like you're making up stories.  Did that really happen?

Jerry: It's all true. When I was pulled over the policeman asked me to get out of the car.  My hands were handcuffed behind my back. He said that my car had been seen on the camera of a gas station that had been robbed.

Write about a time you were late.  (This can be a real story or an imagined story.)  Use the passive voice.

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Your classmates’ stories are posted around the room.  Read them.  Which story is your favorite?  Why?

Name of classmate	Why were they late
Name of classmate	Why were they late

Which story was your favorite?  Why?