Unit 4, lesson 1 Past Simple+Continuous

• Engels
• Middelbare school
• vmbo g, t, mavo, havo, vwo
• Leerjaar 2-4

Unit 4, lesson 1 

Past Simple+Continuous

Past Simple+Past Continuous

RB 3&4 p 64+65

Past Simple+Past Continuous

RB 3&4 p 64+65

Past Simple = short

Past Continuous = long

Past Simple+Past Continuous

Last night I (cook) dinner when the oven (explode) 

Past Simple+Past Continuous

Last night I (cook) dinner when the oven (explode) 

Which one takes long and which one short?

Can you put the verbs in the correct forms?

Past Simple+Past Continuous

Last night I was cooking dinner when the oven exploded. 

Which one takes long and which one short?

Past Simple+Past Continuous

Adele (sing) in the arena when people (film) her. 

Past Simple+Past Continuous

Adele (sing) in the arena when people (film) her. 

Tell me, long, short? 

Past Simple+Past Continuous

Adele (sing) in the arena when people (film) her. 

Tell me, long, short? 

Can you put the verbs in the correct forms? 

Past Simple+Past Continuous

Adele was singing in the arena when people were filming her. 

Two things were going on at the same time. 

Past Simple+Past Continuous

He (fall) off the ladder and (break) his leg.

Past Simple+Past Continuous

He (fall) off the ladder and (break) his leg.

Tell me, long, short? 

Past Simple+Past Continuous

He (fall) off the ladder and (break) his leg.

Tell me, long, short? 

Can you put the verbs in the correct forms? 

Past Simple+Past Continuous

He fell off the ladder and broke his leg.

Two things after each other in a short time. 

Ex. 11 p. 184

no abbreviation, 

no complete sentences, 

no a or b or c in front of the verb

with two answers just put a space in between 

I recently (a to spend) a fascinating morning with students at a local primary school.

When we (b to drink) some tea during break,

I (c to ask) them something about an interesting concept – curiosity.

What (d to think – they) it was? Was curiosity important?

While I (e to read) recent research articles on the subject the idea (f to hit) me to ask the children for their ideas.

Their insights (g to add) so much more when they (h to discuss) their experiences with me.

The children I (i to speak) to, when I (j to observe) them, emphasised how important it was to have some kind of input.

While they (k to go about) their business, they (l to make) it clear that it was great to be free to discover things for themselves,

As the children (n to try) to describe to me what curiosity was,

I (o to notice) that they (p to do) their best to describe it and agreed it was a feeling rather than a skill, ‘a wanting to find something out’.

Finally, when I (q to ask) what teachers could do to bring more curiosity into their classrooms,

the children I (r to speak) with talked a lot about objects and visual stimulation – things to see, touch and do.