Fertige Unterrichtseinheiten zu den mixed tenses · PDF fileExercises on the past tenses Learning at stations: Rules Work as quietly as possible. If you need some help, show up and

Stationenrallye – past tensesFertige Unterrichtseinheiten zu den mixed tenses

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aus dem Originaltitel:

Marianne Schönhofen

Nach der Lernmethodik

von Dr. Heinz Klippert

Englisch› Mixed tenses

› Structuring

Das Werk als Ganzes sowie in seinen Teilen unterliegt dem deutschen Urheberrecht. Der Erwer-

ber des Werkes ist berechtigt, das Werk als Ganzes oder in seinen Teilen für den eigenen Ge-

brauch und den Einsatz im eigenen Unterricht zu nutzen. Die Nutzung ist nur für den genannten

Zweck gestattet, nicht jedoch für einen schulweiten Einsatz und Gebrauch, für die Weiterleitung

an Dritte (einschließlich aber nicht beschränkt auf Kollegen), für die Veröffentlichung im Inter-

net oder in (Schul-)Intranets oder einen weiteren kommerziellen Gebrauch.

Eine über den genannten Zweck hinausgehende Nutzung bedarf in jedem Fall der

vorherigen schriftlichen Zustimmung des Verlages.

Verstöße gegen diese Lizenzbedingungen werden strafrechtlich verfolgt.

Marianne Schönhofen: Mixed tenses/Structuring © Klippert-Medien – AAP Lehrerfachverlage GmbH, DonauwörthKlippert Zeitgemäß unterrichten1 Marianne Schö1

Mixed tensesLS 05

LS 05 Learning at stations – Exercises on the past tenses

Zeitrichtwert Lernaktivitäten Material Kompetenzen

1 PL 5’ L gibt einen Überblick über den Ablauf der nächsten Stunden, teilt die Arbeitsblätter M1, M2 und M3 aus und stellt die Statio-nen 1 bis 8 (M4) vor.

M1, M2, M3, M4 – funktionalen Zusammenhanggrammatischer Kategorien (Tempus) kennen und nutzen

– Arbeitsaufträge erfassen undkorrekt umsetzen

– sinnerfassend lesen– Informationen entnehmen– zielgerichtet arbeiten und

kooperieren– Entscheidungen treffen– Notizen machen– Arbeitsergebnisse vortragen– aufmerksam zuhören

Feedback geben

2 EA/ PA

90’ S bearbeiten die Stationen 1 bis 8 in belie-biger Reihenfolge, zunächst die fünf Pflicht-flstationen.

M4

3 PL 30’ Schülertandems präsentieren ihre Inter-views von Station 5 und erhalten mithilfedes Feedbackbogens (M5) Rückmeldung.

M4, M5

4 PL 10‘ Gemeinsame Refl exion des Stationen-fllernens.

Merkposten

Die Arbeitsblätter der Stationen müs-sen vorbereitet wer-den. Die Stationen können zur besseren Unterscheidung auchauf verschieden-farbiges Tonpapier kopiert werden. Es empfiehlt sich, difiTrimonos (Statione6 und 7) zu laminie-ren oder auf Pappezu kopieren

Für das Auslosen der Präsentationstan-dems sind geeignete Losgegenstände mitzubringen.

Tipp

Die Regeln (M1) und die Inhaltsübersicht (M2) besprechen und als Plakat gut sicht-bar im Klassenraumaufhängen.

Erläuterungen zur Lernspirale

Ziel der drei Stunden ist, dass die Schüler die Zeit-formen der Vergangenheit selbstständig arbei-tend üben. Sie wenden die erhaltenen Informatio-nen zur Anwendung und zur Bildung der Verbfor-men an. Die Stationenarbeit erfolgt in Einzel- oder Partnerarbeit. Alle Stationen bieten die Möglich-keit der Selbstkontrolle. Das Stationenlernen kann jederzeit abgebrochen und in der Folgestundefortgesetzt werden.

Zum Ablauf im Einzelnen:Im 1. Arbeitsschritt erläutert der Lehrer das Vorge-hen für die folgenden Stunden. Der Verlauf und die Regeln des Stationenlernens werden erläutert. Zur Verdeutlichung hängt der Lehrer dazu eine Regel- sowie eine Inhaltsübersicht zum Stationenlernen im Klassenzimmer aus (siehe M1 und M2). Auch die

assenliste (M3) sollte im Klassensaal ausgehängt werden, sodass jeder einen Überblick erhält, wel-cher Schüler schon welche Stationen erledigt hat.

Die Schüler bearbeiten im 2. Arbeitsschritt die fünf Pfl ichtstationen (M4, Stationen 1 bis 5) in be-flliebiger Reihenfolge in Einzel- bzw. Partnerarbeit.Für schnelle Schüler stehen drei Zusatzstationen(M4, Stationen 6 bis 8) zur Verfügung, die erst be-arbeitet werden dürfen, wenn die Pflichtstationenflerledigt worden sind.

Im 3. Arbeitsschritt präsentieren einige ausgelos-te Schüler ihre Interviews der Station 5. Dazu wer-den Schülertandems ausgelost. Alle anderen Schü-ler machen sich Notizen auf den Feedbackbögen(M5), mit deren Hilfe sie abschließend eine Rück-meldung über die Präsentationen geben können.

Im 4. Arbeitsschritt folgt eine gemeinsame Refle-flxion des Stationenlernens im Plenum. Offen ge-bliebene Fragen können geklärt werden.

Notizen:d t

d

einm Klassenz

Klassenliste (Mwerden, sodasher Schüler

oneung hängInhaltmmer aM3) sol

je

t der Lehrer daen. Der Verlauf un

werden erläutehrer d

um

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Vorge-d d

teden

beiteterledigt

m 3. ArbeitSchüler

tionenwerden

rden s

ge in Eüler sbis 8) zur V

dürfen, wennt d i d

n im 2. ArbeiM4, Stationen 1 b

nzel- bzw. Partnn drei Zusatz

erfügu

Rehnelle

tsschritt die5) in be-

erden. Es ehlt sich, die

onos (Stationen 7) zu laminie-

r auf Pappeen.

ose

keit der jederzeit fortgesetz

Zum A

en dndung und z

Die Stationenarbeerarbeit. Alle Statione

Selbstkontrolle. Dbgebroc

die Schüeit selbststände erhaltenen Info

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–– Fe

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Marianne Schönhofen: Mixed tenses/Structuring © Klippert-Medien – AAP Lehrerfachverlage GmbH, DonauwörthKlippert Zeitgemäß unterrichten2

Mixed tenses LS 05.M1

05 Learning at stations – Exercises on the past tenses

Learning at stations: Rules

Work as quietly as possible.

If you need some help, show up and the teacher will help you.

You can choose which station you like to start with.

Please mark the stations you have fi nished on the class list.

You have three English lessons to fi nish the fi ve stations.

Please put back the worksheets after you have fi nished work with them.

Please concentrate on your work!

Enjoy!

Plea

rksh ter you have

sh the fi ve fi tions.

s list

Ple

You have th

e stations y u have finisfi

ou lik to start with


Mixed tensesLS 05.M2

Learning at stations: Content

Mandatory stations (stations you have to fi nish fi rst):

Station 1

Simple past (work sheet)

Station 2

Past progressive (tandem sheet)

Station 3

Present perfect (work sheet)

Station 4

Past perfect (work sheet)

Station 5

An interview for the school magazine

Extra stations (when you have fi nished the other stations):

Station 6

/ Verb forms – irregular verbs (trimino)

Station 7

/ Mixed tenses (trimino)

Station 8

Mixed tenses (work sheet)

Station 6

( ou have finishfi

r the school magStation 5

Past perfec

ect (w rk sheet)



Learning at stations: Classlist

Please mark the stations you have fi nished on the class list.

Name 1 2 3 4 5 6 7 8



Put the worksheet into your copy book behind a sheet. By pulling out the worksheet bit by bit, you will get the correct solution.Copy the following sentences into your English exercise books and fi ll in the correct verb form. Then you can check by pulling out the worksheet!

1. Last year I (go) to Scotland and there I (visit) my friends.

Last year I went to Scotland and there I visited my friends.

2. My family and I (decide) to go by car, we (not want) to fl y.

My family and I decided to go by car, we didn’t want to fl y.

3. We (see) many Scots with bagpipes, but we (not see) the Queen.

We saw many Scots with bagpipes, but we didn’t see the Queen.

4. you (go) on holiday too last year?

Did you go on holiday too last year?

5. Where you (travel)?

Where did you travel?

6. My best friend (want) to come with us.

My best friend wanted to come with us.

7. But that (not be) possible, because we (have) too much luggage.

But that wasn’t/was not possible, because we had too much luggage.

8. So we (promise) him to go again next year with a bigger car.

So we promised him to go again next year with a bigger car.

Station 1: The simple past

Wher

6. My best fr

did yo

o last y

u

on ho day too last ear?

(not see) the

Queen

ueen.

4.

Did y

many Scots w

see) many Scot

h bagpipes, bu

y car, w

with b

dn’t want to fl yfl

we

(vi

(no



Work with a partner. Read loud and fi ll in the correct verb forms. Your partner will check if the sentences are correct. He can see what you should say, he has the solutions! Then it is his turn to read out a sentence and you check!

Partner A:

Fill in the correct form of the verb in brackets.

Tim’s parents were out one evening, but they came home earlier than Tim expected. What did they see when they came home? What were the people doing?

Maya (dance) with Toby.

Pat was drinking a bottle of beer.

Diego (eat) some crisps.

Sue and Molly were taking a bath.

The dog (lie) on the sofa.

Paul was wearing Tim’s dad’s best hat.

Some sweets (lie) on the fl oor.

Grandfather was smoking his pipe.

Four kids (play) cards.

The baby was not /wasn’t sleeping.

The cat (not sleep) in her basket.

Julie was dancing on the kitchen table.

The telephone (ring).

Tim was not/wasn’t cleaning the living room.

Everybody (have) fun.

Jill was not/wasn’t doing her homework.

Maggie (try) to sleep.

The children were making a terrible noise.

Partner B:

Fill in the correct form of the verb in brackets.

Tim’s parents were out one evening, but they came home earlier than Tim expected. What did they see when they came home? What were the people doing?

Maya was dancing with Toby.

Pat (drink) a bottle of beer.

Diego was eating some crisps.

Sue and Molly (take) a bath.

The dog was lying on the sofa.

Paul (wear) Tim’s dad’s best hat.

Some sweets were lying on the fl oor.

Grandfather (smoke) his pipe.

Four kids were playing cards.

The baby (not sleep).

The cat wasn’t/was not sleeping in her basket.

Julie (dance) on the kitchen table.

The telephone was ringing.

Tim (not clean) the living room.

Everybody was having fun.

Jill (not do) her homework.

Maggie was trying to sleep.

The children (make) a terrible noise.

Tipp

Cut out the tandem sheet and fold it in the middle!

Station 2: The past progressive

ng g

phone

/wasn’t cle/

on the kitchen ta

not sle

ble.

G

Four kids w

The baby

Th

were lyiy

ther

ere plap

ar) Ti

ng on the flg ofl

(s

’s dad’

th

best hat.

ut out theeet and f

he middle

e sweet

Grandfather wa

our ki

baby wa

s smoking his g

the sofa.

d’s best hat.

ie) on

Diego w

Sue and M

The

wa

as eatin

olly

ng with Tobg

drink

g some cr

me hg? g

a bottle

.

hey

me?



Complete the following sentences with the right verb forms. When you have fi nished the work sheet, turn around the edge and compare your solutions.

Two mums – two sons …

Tom O’Neill is a very good boy. But his mum’s best friend’s son John is a

pain in the neck (Nervensäge). Tom never

(smoke) a cigarette in his whole life, but John

already (smoke) a

lot of cigarettes for four years. John already

(stay) away from home for many nights

and nobody knew where he was, but Tom ever

(not go) to a disco. At school Tom

never (write)

a bad mark in his whole life, but John already

(write) fi ve bad tests in the last three

weeks. Tom and his friends already

(help) their families with the shopping and

the housework three times this week, but John

(not go) shopping for months.

In his football team Tom (score) fi ve goals

in the last fi ve days. John and his friends

(use) a ball for sports in the

last fi ve years, but they already

(steal) three balls from the kids in the neigh-

bourhood since last week. Both mums know their boys, but they

never (think)

about swapping their sons.

your mum ever (think)

about swapping you? Or you ever

(consider) swapping your family?

has never smoked

has already smoked

has already stayed

hasn’t ever gone

has never written

has already written

have already helped

hasn’t gone

has scored

haven’t used

have already stolen

have never thought

Has your mum ever thought

have you ever considered

Station 3: The present perfect

ast

last fi ve years, fi

eam

five dayfi

this week,

(not go) shopp

his f

milies with the

John

ng fo

ast t

ready

opping a

ree

as n

ha

ever written

ady writteny

weeks. To

the ho

his whole lif

m and his

t go) to a

ever

but Joh

way

Tom

disco. A

ome for ma

school To

)

y nights

has ne

has already s

has alrea



Make sentences and be careful with the tenses. The fi rst action/event gets past perfect, the second event simple past!You can get a solution sheet at the teacher’s desk when you have fi nished all sentences.

Example: a) they – buy a new car b) make a nice trip After they had bought a new car, they made a nice trip.

1. a) the kids – eat breakfast b) play computer games

2. a) play computer games b) drink some water

3. a) drink some water b) go into the garden

4. a) go into the garden b) play football

5. a) play football b) climb a tree

6. a) climb a tree b) ride their bikes

7. a) ride their bikes b) go inside

8. a) go inside b) have supper

Station 4: The past perfect

r bikese

. a) play footbalb) climb a tree

en



Make sentences and be careful with the tenses.The fi rst action/event gets past perfect, the second event simple past!You can get a solution sheet at the teacher’s desk when you have fi nished all sentences.

Example: a) they – buy a new car b) make a nice trip After they had bought a new car, they made a nice trip.

1. a) the kids – eat breakfast b) play computer games

After the kids had eaten breakfast, they played computer games.

2. a) play computer games b) drink some water

After they had played computer games, they drank some water.

3. a) drink some water b) go into the garden

After they had drunk some water, they went into the garden.

4. a) go into the garden b) play football

After they had gone into the garden, they played football.

5. a) play football b) climb a tree

After they had played football, they climbed a tree.

6. a) climb a tree b) ride their bikes

After they had climbed a tree, they rode their bikes.

7. a) ride their bikes b) go inside

After they had ridden their bikes, they went inside.

8. a) go inside b) have supper

After they had gone inside, they had supper.

Station 4: The past perfect – solutions

8.

7. a) ride th b) go insid

After they h

bik

hey had c

eir bike

ootball, the

tree,

imbed a tree.

ootball. Afte

5. a) play b) clim

Aft

nk

the gardenplay football

r they had gone intog

tba

some water, the

games

went

ey drank some water.



Write a dialogue and be prepared to play it in class with a partner.

James is an exchange student from England at your school. You are a reporter of the school magazine and you have to interview him. Use the following facts and write down the interview. Be careful with the tenses.

� James Miller

� 14 years old

� from Exeter

� came to Germany because he wants to learn German

� hobbies are making music (guitar) and playing basketball

� plans for the future (your ideas)

� where he has already been/which countries he has already visited (your ideas), …

Each of you should say something at least fi ve times.

You can start like this:

Reporter: Hi James, my name is … and I’m a reporter of our school magazine. I would like to interview you.James: Hi, yes, that’s fi ne, we can start now if you want.Reporter: Oh, great. …

Station 5: An interview for the school magazine

porter: , yes, that’s

Oh, great. …

y name is … and I’me to interview you.

fine, we can stafi

.

repo


Mixed tenses

(to) read – read – read

fang

en

trink

en

verg

esse

n

(to) c

hoos

e –

chos

e –

chos

enre

nnen

, lau

fen

(to) r

un –

ran

– ru

n

(to) c

atch

– c

augh

t – c

augh

t

(to) d

rink

– dr

ank

– dr

unk

(to) c

ut –

cut

– c

ut

(to) f

orge

t – fo

rgot

–fo

rgot

ten

aufw

ache

n

schn

eide

n

(aus

-)wäh

len

(to) w

ake

– wo

ke –

woke

n

(to) fall – fell – fallen

fallen

lesen

schlafendenkenläuten, anrufen

(to) ring – rang – rung

(to) go – went – gone

(to) take – took – takennehm

en

gehen tun

buchstabieren

(to) drive – drove – drivenfahren

(to) do – did – done

(to) spell – spelt – spelt

(spelled – spelled)

(to) think – thought –thought

(to) sleep – stept – slept

(to) be – was/were/been

sein

LS 05.M4

Put the “trimino” together again. Find the matching parts.

Merkposten zur Vorbereitung

„Triminos” am besten ca. fünfmal auf Pappe kopieren oder laminieren und die Teile ausschneiden. Ausgeschnittene Tei-le in Briefumschläge stecken, die mit dem Arbeitsauftrag und dem Thema beschrif-tet sind.

Tipp

Wenn die Schüler die „Triminos“ zusammengesetzt haben und noch viel Zeit übrig ist, können sie die rich-tigen Lösungen ins Heft übertragen.

Station 6: Verb forms – irregular verbs (trimino)

(to) take – too

fall

nehm

len

e – driven (to) re

fang

o) c

atcma beschrif-

nd.

e Schüler nos“

ges

(to) drivbe – was

sein

were/b en


Mixed tenses

3rd pers. singular,(to) buy, present perfect

he/s

he/it

had

gon

e

past

per

fect

3rd p

erso

n pl

. (to

) enj

oy

1st p

ers.

sin

gula

r,

(to) s

ay, s

impl

e pa

st

3rd p

ers.

sin

gula

r,

(to) g

o, p

ast p

erfe

ct

they

had

enj

oyed

I saw

2nd p

ers.

sin

gula

r,

(to) r

ead,

pre

sent

pro

gres

sive

I cau

ght

you

are

goin

gto

kee

p

you

are

read

ing

1st pers. plural, (to) see,past progressive

we were seeing

he/she/ithas bought

3rd person plural,(to) start, will-future

3rd person plural,(to) get, past perfect

3rd person, singular,(to) make, simple past

he/she/it made

1st pers. plural,

(to) win,

simple present

you are sharing

you are going to play

2nd pers. singular,

(to) share, present progressive

2nd person plural,

(to) play, going-to-

future

we w

in

you will m

eet

we have know

n

2nd pers. singular,

(to) eat, present

perfect

you have eaten

2nd person singular,

(to) meet, w

ill-future

1st p

ers.

sin

gula

r,(to

) cat

ch,

sim

ple

past

2nd p

ers.

plu

ral,

(to) k

eep,

goin

g-to

-futu

re

1st pers. plural, (to) know

,

present perfect

they had got they will start

1st pers. singular,(to) be, simple past

I was

LS 05.M4

Put the “trimino” together again.Find the matching parts.

Merkposten zurVorbereitung

„Triminos” am besten ca. fünfmal auf Pappe kopieren oder laminieren und die Teile ausschneiden. Ausgeschnittene Tei-le in Briefumschläge stecken, die mit dem Arbeitsauftrag und dem Thema beschrif-tet sind.

Tipp

Wenn die Schüler die „Triminos“ zusammengesetzt haben und noch viel Zeit übrig ist, können sie die rich-tigen Lösungen ins Heft übertragen.

Station 7: Mixed tenses (trimino)

(to) play, g

futu

pp

you are

2nd perso

l, (to) seessiv

e seeing

esent

ect

rd pe(to

he/s

he

(to) g

o

en

he/it

had

g„Trimca. füPappe

minie

MerkposVorbere

nos” am bemal auf

i

1(to) be

ers. sinsimple

was

gular,past



Put the work sheet into your copy book behind a sheet. By pulling out the work sheet bit by bit, you will get the correct solution.Copy the following sentences into your English exercise books and fi ll in the correct verb form. Then you can check by pulling out the work sheet!

1. At the moment we (learn) the English tenses, but normally I

(learn) Maths every day.

At the moment we are learning the English tenses, but normally I learn Maths every day.

2. Listen! The music teacher (play) the piano and the students

(sing).

Listen! The music teacher is playing the piano and the students are singing.

3. This morning Peter fi rst (have) breakfast and then he

(take) a shower.

This morning Peter fi rst had had breakfast and then he took a shower.

4. I (do) my homework last Saturday when suddenly my mother

(walk) into my room.

I was doing my homework last Saturday when suddenly my mother walked into my room.

5. When your bus usually (leave)?

When does your bus usually leave?

6. Hey! What you doing? Stop that!

Hey! What are you doing? Stop that!

7. My plans for the future? In two years I (fi nish) school and then I

(do) an apprenticeship as a car mechanic.

My plans for the future? In two years I am going to fi nish school and then I am going to do an apprenticeship as a car mechanic.

8. As soon as I earn my own money I (fl y) to New York.

As soon as I earn my own money I will fl y to New York.

Station 8: Mixed tenses (work sheet)

6.

When

hen doe your

(walk) into m

rk last Saturday w

mework last Sa

room.

he took

rday whe

showe

en he

Th

4.

r firfi

hower.

is morning Peter firstfifi

t

g the p no and the stu

) the piano a

n Maths eve

nd the studen



An interview for the school magazine – Feedback

Presentation of and

Date:

My name:

☺, because … �, because … �, because …

Talk

Loud enough?

Did they act well?

Did they talk to each other?

Content

Did they use all the informa-tion given?

Did each of them say some-thing at least fi ve times?

Language

Did they use the correct tenses?

Any mistakes?

Notes:

Feedback!

Did they use tten

Any mistakes

times?

e correct

me-

Content

© 2016 Klippert Medien

AAP Lehrerfachverlage GmbH

Alle Rechte vorbehalten.

Das Werk als Ganzes sowie in seinen Teilen unterliegt dem deutschen Urheberrecht. Der Erwerber des Werks ist berechtigt, das Werk als Ganzes oder in

seinen Teilen für den eigenen Gebrauch und den Einsatz im Unterricht zu nutzen. Die Nutzung ist nur für den genannten Zweck gestattet, nicht jedoch

für einen weiteren kommerziellen Gebrauch, für die Weiterleitung an Dritte oder für die Veröffentlichung im Internet oder in Intranets. Eine über den

genannten Zweck hinausgehende Nutzung bedarf in jedem Fall der vorherigen schriftlichen Zustimmung des Verlags.

Sind Internetadressen in diesem Werk angegeben, wurden diese vom Verlag sorgfältig geprüft. Da wir auf die externen Seiten weder inhaltliche noch

gestalterische Einflussmöglichkeiten haben, können wir nicht garantieren, dass die Inhalte zu einem späteren Zeitpunkt noch dieselben sind wie zum

Zeitpunkt der Drucklegung. Der Persen Verlag übernimmt deshalb keine Gewähr für die Aktualität und den Inhalt dieser Internetseiten oder solcher, die

mit ihnen verlinkt sind, und schließt jegliche Haftung aus.

Autor: Marianne Schönhofen

Umschlagfoto: © Christian Schwier, Fotolia; Nr. 56700234

Illustrationen: Steffen Jähde

www.klippert-medien.de

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Mixed tenses – Structuring

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Fertige Unterrichtseinheiten zu den mixed tenses · PDF fileExercises on the past tenses Learning at stations: Rules Work as quietly as possible. If you need some help, show up and