Web International Advanced Private Class Lesson 3&4

Advanced Private Class

Lesson 3
Space and Time Sequences (Review)

Goals of the lesson

sh
Objective 1: To understand and make specific reference to something by using descriptive phrases
(the red-haired woman) instead of a name.
Objective 2: To understand and give instructions which involve logical alternatives and qualified

li
choices (not unless, unless, except for, if A then B, if either of them)
Objective 3: To understand how verb tenses and time phrases are used to indicate relationships in

ng
time (was still V(ing) when..., had just V(n) when...).

Classroom Activities

E
I. Warm-up
Have students describe what they are wearing that day.
al
on
II. Review Activities

Activity 1: Descriptions
i
at

Objective: To understand and make specific reference to something by using descriptive phrases
(the dark-haired woman) instead of a name.
rn

Show the students the Handout and ask them to use a number of ways to describe each of the
characters (not just physical descriptions but also what the people might do, where they might
come from etc.) They must use complete sentences.
te
In

Activity 2: Temporal Sequences

Objective: To understand how verb tenses and time phrases are used to indicate relationships in
time (for e.g. “was still V(ing) when...”/ “had just V(n) when...”)
eb

Put 3 characters in order (e.g. Sharon, Jeff, Nicole) and then ask students to talk about their
positions in relation to time, for example:
W

Jeff arrived before Nicole, but Sharon was already there.

When Jeff arrived, Sharon was already there and Nicole still hadn’t come.
By the time Jeff arrived, Nicole still hadn’t come, but Sharon was already working.

Students can use the language from this lesson to describe two time sequences from their own life.
For example:
By the time I graduated from high school, I already had a job.
I didn’t start studying English until I was in high school.

ED 3.0 Page 1 of 8
 Web International Advanced Private Class Lesson 3&4

Activity 3: Role play

Objective: To enable the students to use the grammar covered in a meaningful way

Set up a role play where one student is a police officer and the other student is a witness. With one
student the teacher is the police officer initially before switching roles; with three students there
can be two police officers alternating questions and with four students use two pairs. Try to elicit
the word ‘witness’ but if not teach it to them.

Working with the students you can come up with some crime, some location and some
circumstances - the ‘witness’ can then make up a description of the criminal(s) whilst being

sh
prompted by the police.

III. Wind down

li
Have students describe each other (how they look). If there is only 1 student have them describe

ng
some of the other teachers in the school.

IV. Homework Assignments

E
Ask students to write down a series of step-by-step instructions for how to do something, such as:

al
how to serve a tennis ball (see below), how to swing a golf club, how to make a cake, how to print
something from the Internet, how to send an e-mail, how to change lanes while driving, how to
build a fire without a match, how to swim, how to ride a bicycle, how to walk, or how to change a
on
tire on a car.

[How to serve a tennis ball: Take the tennis ball and throw it about two feet above your head.
While the ball is going up, take your racket back and bend your elbow so the racket is pointing
i

down. When the ball reaches the highest point, etc.

at
rn
te
In
eb
W

ED 3.0 Page 2 of 8
 Web International Advanced Private Class Lesson 3&4

Advanced Private Class

Lesson 4
Space and Time Sequences (Extension)

Goals of the lesson

sh
 To be able to use a description instead of a name to specify an object.
 To be able to express logical alternatives and exclusions (neither).
 To be able to understand and give instructions which involve a condition or exception.

li
 To be able to understand and give the correct sequence of actions and events.

ng
Classroom Activities

I. Warm-up

E
Students play a game where they think of an object and describe it to the other students who then

al
have to guess what it is; for example, “it is small and round and green and covered with fur” (a
tennis ball)
on
II. Homework Check
Have each student instruct other students “How to…” according to their homework.
i

III. Extension Activities

at

Activity 1:Spatial Arrangement Game

rn

Objective: Students will be able to describe a person and give instructions.

Have 1 student “order” the other students around. The student should arrange the others in any
te

way s/he likes, but the student cannot use anybody’s name, only a description (e.g. “the man in the
blue shirt”). If there are not enough students you can get creative with chairs and bags (e.g. “the
red chair with a brown bag on top”).
In

“The man in the blue jeans should stand on the far left.”
“The woman with short hair should stand in the middle, between the man wearing a gold
watch and the red chair with a brown bag on top.”
eb

To make the activity more difficult the teacher can then specify that the student “ordering” others
use “if” or “unless” in every sentence.
W

“If nobody is in the middle, the woman with glasses should go to the far left.”
“The man wearing a T-shirt should move to the middle, unless someone is already standing
there.”

You can make this activity more interesting by encouraging students to be more creative with their
sentences, however you may have to provide a demo first:
“If the woman on the far right likes chocolate she should move to the middle.”
“If the man in the red jacket has ever drunk champagne he should move between the woman
with glasses and the woman with dyed hair.”
“The man with long hair and brown trousers should move to the far right, unless he has

ED 3.0 Page 3 of 8
 Web International Advanced Private Class Lesson 3&4

traveled abroad.”

Finally, to extend this activity you can have other students describe the final arrangement, for
example: “The man who has once champagne is standing between the woman with glasses and the
woman with dyed hair. On the far left is a man who has traveled abroad while on the far right
is a pretty woman with a green sweater who doesn’t like any man at Web.”

Activity 2:Time Sequence Game

Objective: Students will be able to understand and indicate the correct sequence of actions and

sh
events.

Divide the class into two teams: Team A and Team B. Team A chooses names for each team
member in Team B (e.g. Bob, Jean, Mary, John and Paul) and then writes 3 sentences as to how

li
they need to position themselves, for example:

ng
“Jean was already at the party when Mary arrived.”
 1. Jean 2. Mary 3. ____ 4. ____ 5. ____
“Bob didn’t arrive until after Jean and Mary, but before John and Paul.”

E
 1. Jean 2. Mary 3. Bob 4. John 5. Paul
“Paul still hadn’t arrived when John finally got there.”
 1. ____ 2. ____ 3. ____ 4. John 5. Paul.

al
Someone from Team A then reads each sentence twice and the characters from Team B must
arrange themselves in the correct sequence. When finished, it is then Team B’s turn to have Team
on
A members arrange themselves as directed.

NOTE:
i

If your class consists of only 1/2 students you could do the following activity. Students choose one
at

student (or a Web teacher) who has committed a crime (e.g. snatched a purse). Next have a victim
and policeman role-play (S-S or S-T) with the victim describing the crime as well as the person.
The student should be very specific about the sequence of events. For the drawing the student
rn

sketching is not allowed to look at the student being described but must sketch only what they are
told. If there is only 1 student in the class they can describe another teacher to you and you sketch.
te

IV. Wind down

In

Each student compares themselves with another, or with the group. If there is only 1 student then
they compare themselves with the teacher using the following phrases to start each sentence: one
of, both of, all of, neither of. For example, “both of us are wearing sneakers”, “neither of us are
wearing a scarf today”.
eb
W

ED 3.0 Page 4 of 8
 Web International Advanced Private Class Lesson 3&4

Teachers’ Reference
This lesson is related to Space and Time Sequences, [New Dynamic English Level
4, Disc 1, Unit 3]

I. Introduction of the Lesson

Presentation; Speaking Practice; Space Game; and Time Game

This Unit focuses on spatial arrangements, specifying time and action sequences, and giving

sh
instructions that require certain conditions to be met. Once the language is comprehended,
students must make inferences, solve a problem, and then arrange a sequence of objects on screen.
In the Presentation lesson, the target language models and vocabulary are presented, with

li
comprehension checks and Glossary support. When this is completed, students may try the
Speaking Practice lesson, where they will be presented with a sequence which they should

ng
describe by either using the mouse to click on the correct choice or by clearly speaking their
answer using the Speech Recognition feature of the program. When these two lessons are
completed, students should try the Space and Time Games to test their understanding. If they have

E
difficulty, they should review the Presentation lesson again.

II. Learning Points

logical specification and reference al
(nobody, neither of them, on either side, one of them, the person on the left, the bald man, as far
on
away as possible, anywhere, the child who isn’t in the middle, a woman, the red-haired woman)
Move the bald man next to the woman with glasses. Put one of the children in the middle unless
somebody is already there. Put the child who isn’t in the middle on the far right. Put the other child
i

as far right as possible. Don’t put Nicole anywhere except next to the red-haired woman. The
at

bearded man has a woman on either side of him.

conditional action
(not unless, if, so that, only if, even if, etc.)
rn

Move the red-haired woman so that the bearded man has a woman next to him on either side. If
either of the men is in the center, move him to the far left. As long as it isn’t Kathy, put one of the
children between the center and the far left. Put Jimmy on the far right unless he is in the middle.
te

Move the bald man next to the woman with glasses, but only if the person in the middle is a man.
Put Sharon on the far left even if someone is in the center.
qualification and exception
In

(if, except, except for, besides, but, unless)

Don’t put her anywhere except on the far left. They are children, except for the adult in the middle.
Besides the one in the middle, they’re children. The red-headed woman is on the right, but not all
the way. Jeff left the office before Sharon did, but not until after Nicole. Put one of the children in
eb

the middle unless somebody is already there. If the red-haired woman is on the left, put Kathy next
to her.
past perfect tense V(d) + have+V(n), V(d) + have+V(n) be+V(ing)
W

Sharon still hadn’t come and Nicole was already working when Jeff got there. By the time her car
broke down it had already started to rain. It had been raining for about ten minutes when her car
broke down. It didn’t start to rain until after her car broke down and she had telephoned for a
repair truck. Her car had broken down and it was starting to rain when she telephoned for help.
Sharon had just arrived when Jeff came in the door.
time sequences, phrases, and adverb clauses
(by the time that, not until, still, already, when..., while..., etc.)
Put Nicole on the left unless somebody is already there. They couldn’t leave until after Jeff left.
Nicole was still working when Sharon left. By the time Dave arrived, everybody else was there.
Sharon still hadn’t come and Nicole was already working when Jeff got there. By the time her car
broke down it had already started to rain. It had been raining for about ten minutes when her car
broke down. She was talking on the car phone when it started to rain. While she was talking on the

ED3.0 Page 5 of 8
 Web International
car phone, it started to rain. As she was talking on the phone she realized that it was beginning to
rain. After stopping for gas she called her husband and said she would be late. Sharon arrived just
before Jeff did.
III. Transcripts
Presentation
Neither one of them is in the middle. Neither of
them is an adult. A child is on either side of the
red-haired woman. Neither of the children is in
the center. One of them is on the far right and
one of them is on the far left. The person in the
middle is neither a child nor a woman. One of
the children is a girl, and the other is a boy.
They are children, except for the adult in the
middle. Except for the woman in the middle,
they don’t have red hair. They are as close
together as possible. They are as far away from
each other as possible. There isn’t anybody in
the middle.
There are people on the left and right, but
nobody in the center. There is a child on either
side of Sharon. The little girl is neither in the
middle nor next to David.
One of the children is next to Jeff. One of the
on
two people on the left is a woman. The
red-headed woman is on the right, but not all
the way.
i
Nicole was still working when Sharon left.
at
Sharon had just arrived when Jeff came in the
door. By the time Nicole arrived, Jeff was
already working.
rn
There wasn’t anyone there when Sharon
arrived at the office.
It was raining until the tow truck arrived. While
te
she was talking on the car phone, it started to
rain.
The tow truck still hadn’t come when it started
In
to rain. By the time her car broke down it had
already started to rain. It had been raining for
about ten minutes when her car broke down.
As she was talking on the phone she realized
eb
that it was beginning to rain.
Nicole and Sharon couldn’t leave until after
Jeff left. Except for Jeff, nobody was at the
office when Sharon arrived. By the time Dave
W
arrived everybody else was there.
Speech Practice
Neither one of them is in the middle.
Neither of them is an adult.
A child is on either side of the red-haired
woman.
They are as far away from each other as
possible.
They are as close together as possible.
One of the two people on the left is a woman.
ED3.0
Advanced Private Class Lesson 3&4
Neither of the adults is next to the girl.
There isn’t anybody in the middle.
The two children are next to each other.
It started to rain just after her car broke down.
sh
It was raining until the tow truck arrived.
She had just gotten gas when it started to rain.
Space Game (sample moves)
li
Put Nicole on the left unless somebody is
already there.
ng
If nobody is in the middle, put David there.
Move the bald man next to the woman with
glasses, but only if the person in the middle is a
E
man.
If neither of the children is in the middle, put
David next to Jimmy. If either of the children is
al
in the middle, put Jeff next to Jimmy. Put
Jimmy on the far right unless he is in the
middle.
Put the child who isn’t in the middle on the far
right.
With only one move, arrange it so that both of
the children are next to a man.
Don’t put Sharon anywhere except on the far
left. Put Sharon on the far left even if someone
is in the center.
Move the red-haired woman so that the
bearded man has a woman next to him on either
side.
If either of the two men is on the left, put the
other man in the center.
Move the woman with glasses as far away from
the bearded man as possible.
As long as it isn’t Kathy, put one of the
children between the center and the far left.
Put Jeff anywhere you can except next to
Jimmy.
Time Game (sample sequences)
Jeff left the office before Sharon did, but not
until after Nicole.
Nicole and Sharon couldn’t leave until after
Jeff left. Nicole was still working when Sharon
left.
By the time Dave arrived everybody else was
there.
Sharon still hadn't come and Nicole was
already working when Jeff got there.
The office was empty when Sharon got to
work.
Page 6 of 8
 Web International Advanced Private Class Lesson 3&4

Jeff was surprised when he found Sharon
already at work.
By the time Nicole arrived, Jeff was already
working.
Except for Jeff, nobody was at the office when
Sharon arrived.
By the time her car broke down it had already
started to rain.
It had been raining for about ten minutes when
her car broke down. Luckily she was able to
call for a repair truck.
A few minutes later she stopped for gas and the
rain stopped.
As she was talking on the phone she realized
that it was beginning to rain.
Since she was low on gas she stopped at a gas
station.
It was already raining when she stopped for
gas.
After stopping for gas she called her husband
and said she would be late.
Luckily, the rain didn’t start until after the tow

sh
It didn’t start to rain until after her car broke truck arrived.
down and she had telephoned for a repair truck. While she was driving home, it started to rain.
Her car had broken down and it was starting to A few minutes later her car broke down so she

li
rain when she telephoned for help. used her car phone to call for a tow truck.
She was talking on the car phone when it The tow truck still hadn’t come when it started

ng
started to rain. to rain.
While she was talking on the car phone, it
started to rain.

E
al
i on
at
rn
te
In
eb
W

ED3.0 Page 7 of 8
 Web International Advanced Private Class Lesson 3&4

HANDOUT
(Lesson 5, Activity 1)

sh
li
ng
E
al
on
i
at
rn
te
In
eb
W

ED3.0 Page 8 of 8