MASARYK UNIVERSITY BRNO

FACULTY OF EDUCATION
DEPARTMENT OF ENGLISH LANGUAGE AND LITERATURE

TEACHING PAST TENSES IN ENGLISH

TEXTBOOKS

Bachelor work

Brno 2006

Author: Václav Novák Supervisor: Mgr. Irena Hůlková

Declaration

Hereby I state I have worked on this bachelor work by myself and that all the sources of
information I have used are listed in the references.

I agree to have the work put in the library of the Pedagogical Faculty of the Masaryk
University, Brno and to have it accessible for further study purposes.

10.5.2006 Václav Novák

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My grateful thanks go to Mgr. Irena Hůlková for her guidance, support and comments on
my work.

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CONTENTS

Introduction 5
l. Theoretical part 6
1.1 Time, tense and aspect 6
1.2 The past simple tense 7
1.3 The past continuous 10
1.4 Past simple or continuous? 11
1.5 The past perfect simple 12
1.6 The past perfect continuous 13
1.7 Typical mistakes of Czech learners using past tenses 14
2. Methodology part – comparison of different English textbooks 16
2.1 Project, OUP, 1999 16
2.1.1 Project 2 17
2.1.2 Project 3 24
2.1.3 Project 4 27
2.2 English File, OUP, 1997 29
2.2.1 English File 1 29
2.2.2 English File 2 32
2.2.3 English File Intermediate 34
2.2.4 English File Upper – Intermediate 35
3. Conclusion 38
Summary 39
References 40

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Motto: “If you refuse past, you refuse present and future.“

INTRODUCTION

Studying and teaching English is a big challenge for both students and teachers. As a
teacher I have experienced that English language can cause students some problems. Some
of these problems can be explained easily, but other problems can be more difficult or even
tricky. That is why I assume that the choice of English course books and reference grammar
books in combination with a skilled English teacher is very important.
In my teaching, I have often appreciated fresh, clear, simple and logical grammar
explanations followed by the varieties of stimulating practice exercises. I can see how they
really work and my pupils and students make real progress with learning English.
In this work I have decided to focus on teaching past tenses in English course books and
grammar books. I would like to study in detail – theoretically and practically - how the past
tenses are explained, discussed and practiced in teaching and practicing materials. The
work is divided into three parts.

• The first part is theoretical and it deals with time, tense, aspect and past tenses –
their definitions, theory and examples in general.

• In the second part will be investigated how the past tense is taught in particular
English course books according to levels. These are: English course books – Project
English and English File.

• The third part is a conclusion. In the conclusion I summarize my opinions and

results of my research work.

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 1. THEORETICAL PART

1.1 TIME, TENSE AND ASPECT

• Time
Even time plays a very important role in this grammar point and it is sometimes confusing
for Czech students to distinguish the difference between time and tense.
They consider these terms as two different expressions with the same meaning. Using this
grammar point, students should be aware that there exist present, past and future tenses
instead of present, past and future time.

• Tense
Studying English, we can see that there are different verb-forms, which show differences in
time from the speaker’s point of view. For example: He speaks English well.
He spoke English well.
“The verb-forms which show differences in time are called tenses.“ (Swan 1992: 605)
“Tense is any of the forms of a verb that show the time, continuance, or completion of an
action or state that is expressed by the verb.“ (Longman Dictionary of Contemporary English
2000: 1709).
In Student’s Grammar of the English language we can read that “tense is a grammatical
category that is realised by verb inflection. Since English has no future inflected form of the
verb, the threefold semantic opposition is reduced to two tenses: the present tense and the
past tense, which typically refer to present and past time respectively.“
(Greenbaum and Quirk 1990: 47 – 48).

• Aspect
When we want to express whether the action is continuing, or repeats, or that a past
situation is connected with the present moment, we speak about changes in verb-forms.
“Changes of this kind are often called changes of aspect.“ (Swan 1992: 605)
“ Aspect is a grammatical category that reflects the way which the action of a verb is viewed
with respect to time.“ (Greenbaum and Quirk 1990: 51)

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 There are two kinds of aspect in English: The perfect and the progressive, which can be
combined with present, past and future tense.

I am going home. (Present progressive)

I was going home. (Past progressive)
I will be going home. (Future progressive)

I have gone home. (Present perfect)

I had gone home. (Past perfect)
I will have gone home.(Future perfect)

Considering aspect of the verb we can see that progressive aspect can express a situation
which is temporary or in progress at a certain time. The perfect aspect can show that a past
situation or action is present up to now and completed.
It is impportant to point out that “ the difference between I´m going to see you and I’ll see
you is also a difference of aspect, not time.“ (Swan 1992: 605).

1.2 THE PAST SIMPLE TENSE

• Form
Affirmative Negative Question
I I I
you you you
he he he
she she she
it worked it did not work Did it work ?
we went we go we go ?
you you you
they they they

Contractions: didn’t = did not

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The form of the past simple is the same for all persons. Most verbs in the past simple are
“regular“, only some verbs are “irregular“.
Regular verbs are formed by adding – ed to the infinitive e.g. work – worked.
Irregular verbs have different affirmative simple past forms and must therefore be learnt e.g.
speak – spoke.
The negative of regular and irregular verbs is formed by did not (didn’t) + infinitive .
The question of regular and irregular verbs is formed by did + subject + infinitive .
Note: As regards the primary verb “be“ we use was and were in negatives and questions.
Were you at home? He wasn’t at home.

• Spelling
Most verbs not ending in –e add –ed as in
work – worked
Verbs ending in – e add - d as in
phone – phoned
bore – bored
Verbs spelt with a single vowel letter followed by a single consonant double the consonant
as in
stop – stopped
In two-syllable verbs the final consonant is doubled when a single vowel is followed by a
single consonant letter and is stressed as in
occur – occurred
refer – referred
When the preceding vowel is unstressed (verbs are stressed on their first syllable) or is written
with two letters there is usually no doubling as in
visit – visited
dread – dreaded
Note: AmE follows the rule whereas in BrE the rule is broken by doubling final consonants
(-l, -m, -p).
travel – traveled label – labeled (AmE)
travel – travelled label – labelled (BrE)
Verbs ending in – y following a consonant change the y into the i before adding -ed as in
cry – cried
carry – carried

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In verbs, which have a vowel before –y there is no change as in
play – played
obey – obeyed

• Use
The simple past tense is used to talk about actions, events or situations which happened in the
past and are now finished. The past simple is often used with adverbials to tell when
something happened.
Examples:
I listened to the radio yesterday morning.
They went to the cinema last night.

John did not go shopping on Saturday.

Did they win the match last week?

Considering past tenses we must be aware that there is a difference between the past simple
and the present perfect.
“ Students speaking other European languages sometimes misuse the present perfect tense in
English because of interference from their mother tongue. The present perfect is often
wrongly seen as an alternative to the past, so that a student might think that I have had lunch
and I had lunch are interchangeable. The present perfect always suggests a relationship
between present time and past time.“ (Alexander 1991: 171)
Compare:
PRESENT PERFECT PAST SIMPLE
We use the present perfect to talk about a We use the simple past to talk about
situation which started in the past and something which started in the past and
continues up to the present. In fact, the finished in the past. So the past simple tells
present perfect tells us about NOW. us only about THE PAST.
I´ve lived in Brno for 10 years. I lived in Brno 10 years ago and then we
moved to Olomouc.
Have you been to London? Were you in London when you were
travelling in Great Britain?
Look! I have finished my work. I finished my work yesterday evening.

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1.3 THE PAST CONTINUOUS TENSE
• Form
Affirmative Negative Question
I was I was not I
you were you were not you
he he he
she was working she was not working Was she
it going it going Were it working?
we we we going?
you were you were not you
they they they

The past continuous tense is formed by the past tense of to be + present participle
(was/were + ...ing) .
Contractions: wasn’t = was not weren’t = were not
Pupils were listening to the teachers.
What were you doing yesterday at 7 o’clock?
I wasn’t watching TV, I was sleeping.

• Spelling
-ing can be added to most verbs without changing of the spelling as in
speak – speaking
beat – beating
Verbs ending in –e, omit the –e and add –ing as in
write – writing
have – having
Verbs spelt with a single vowel followed by a single consonant doubles its final consonant
as in
stop – stopping
run – running

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In two-syllable verbs, the final consonant is doubled when the last syllable is stressed as in
refer – referring
prefer – preferring
There is no doubling when the verbs are stressed on their first syllables.
Note: BrE breaks this rule by doubling final consonants whereas AmE follows the rule.
travel – travelling (BrE)
travel – traveling (AmE)
Verbs ending in –ic change to –ick as in
panic – panicking
picnic – picnicking
Verbs ending in –ie change to –y before adding –ing as in
lie – lying
die – dying
But verbs, which have a vowel before –y don’t change as in
play – playing
stay – staying

• Use
The past continuous is used to talk about something or to describe past situations or actions
which were in progress at a certain time.
I was living in Chicago in 1987.
They were working in the garden at 10 o’clock yesterday morning.
The past continuous is used to describe an action which began before something else
happened. Here the past continuous and the past simple are used together.
When I came home my mum was cooking dinner.
As I was shopping I met John.
The past continuous is used to emphasize that two parallel actions were in progress.
While I was studying, my parents were watching TV.
As the children were writing their test, the teacher was correcting their homework.
John was driving his car and at the same time was phoning.

1.4 PAST SIMPLE OR CONTINUOUS?

We have to distinguish the diference between the past continuous and the past simple in use.
The past continuous describes a longer situation or action which was in progress at a certain
time or background of a story.
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The past simple describes a shorter complete action or a thing happened after another.

Compare:
PAST SIMPLE PAST CONTINUOUS
We use the past simple to talk about a We use the past continuous to describe the
complete action. background or for actions which were in
progress ( not complete)
I lived in France 10 years ago. I was living in France when I got married.
I watched the film yesterday. When I was watching the film, the telephone
rang.

1.5 THE PAST PERFECT SIMPLE

• Form
Affirmative Negative Question
I I I
you you you
he he he
she worked she worked she
it had gone it had not gone Had it worked?
we we we gone?
you you you
they they they

The past perfect tense is formed with had + past participle and it is the same for all persons.
Contractions: ‘d = had
hadn’t = had not
He had broken his leg before he went on the school trip.
John and Sarah hadn’t been married when I met them.

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 • Use
The past perfect tense is used to talk about an action or situation which happened and is
completed before a particular time in the past time, or to show which of two actions or
situations happened first.
The patient had died before the doctor came.
When John arrived at the cinema, the film had already started.
When we got home yesterday, we found that somebody had broken the window.

The past perfect is the past form of the present perfect.

Compare:
PRESENT PERFECT PAST PERFECT
He has just finished his work. = NOW He had finished his work before he went
home. =THEN

1.6 THE PAST PERFECT CONTINUOUS

• Form
Affirmative Negative Question
I I I
you you you
he he he
she had working she had not working Had she been
it been going it been going it working?
we we we going?
you you you
they they they

The past perfect continuous is formed with had been + present participle and it is the same
for all persons.
Contractions : ‘d been = had been
hadn’t been = had not been
John had been cleaning his room before he went to the cinema.
Had they been walking when it started to rain?

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 • Use
The past perfect continuous is used to talk about an action or situation which began before the
time of speaking in the past, or had been in progress up to that past time.
John was very tired last night because he was working all day.
Before he changed his job he had been working for 15 years here.
When he opened the door he saw that it was wet outside. He didn’t realise it had been
raining.
Sometimes either the simple or continuous form is used – typical with verbs live and work.
They had lived/worked in Paris for 10 years.
They had been living/working in Paris for 10 years.

But there is a difference between a single action in the past perfect simple and an action in the
past perfect continuous.
Compare:
PAST PERFECT SIMPLE PAST PERFECT CONTINUOUS
We use it for a completed, finished activity. We use it for an uncompleted activity.
He had repaired the car when I came. He had been repairing the car when I came.

1.7 TYPICAL MISTAKES OF CZECH LEARNERS USING PAST

TENSES

Sometimes students are confused about using past tenses correctly and teachers should
be aware of it. Here are typical mistakes made by my students.

• The past simple tense

Wrong: John didn’t went home.

Correct: John didn’t go home
Comment: This is a very common mistake, because students think “more Czech” at the
beginning of learning the past simple. After some practice and with the help
of a teacher they will be aware that after auxiliaries did + didn’t infinitive of a
verb is put.

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• The past simple continuous

Wrong: They watching TV. .

Correct: They were watching TV.

Comment: The most frequent mistake is omitting the verb to be either with past or present
continuous. I have experienced that using various
complemental exercises work very well, but it takes up a lot of time.

• The past perfect simple

Wrong: When they got home, dinner was already cooked.

Correct: When they got home, dinner had already been cooked.

Comment: When starting teaching the past perfect, some students are afraid of it. But
later they get familiar with using the past perfect after realizing the rules.
A very important point for students is to be aware of the correct use of present
perfect.

• The past perfect continuous

Wrong: Before Sarah moved to London, she was living in Dover for 10 years.
Correct: Before Sarah moved to London, she had been living in Dover for 10 years.

Comment: Here students are confused with using two past continuous tenses. They tend
to replace perfect continuous with past continuous. Students should be aware
of correct use of both tenses according to different rules.

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 2. METHODOLOGY PART - COMPARISON OF DIFFERENT
ENGLISH TEXTBOOKS

Having been teaching English for some years, I have experienced that it is important what
teaching materials are used. The right choice of an English course book is essential for both
students and teachers. I would like to devote this part of my work to the presentation of
teaching past tenses in the course books which I use.
I teach at an elementary school and a language school. At the elementary school I use
Project textbooks by Tom Hutchinson as a core material from the fifth grade; at the language
school I use English File textbooks by Clive Oxenden, Paul Seligson and Christina Latham-
Koenig. Both textbooks editions are published by Oxford University Press.
All the exercises presented below are taken from the textbooks under investigation to
illustrate the way of teaching of past tenses.

2.1 Project, Tom Hutchinson, OUP, 1999

Project is a five-level English course for learners from the age of ten. It covers levels from
beginner to intermediate. This very popular English course book is based on the principle of
creating interest through motivating topics. Project combines the best of contemporary and
traditional approaches to language teaching.

Why Project? Because through project work students are actively encouraged to use their
English with creativity and imagination and at the same time they are consolidating new
language and extending their vocabulary. Students are able to bring English to life by using
their language knowledge and skills in the outside world.

Italics textbooks are divided in five different grades according to the level of English
language knowledge. The whole course takes learners from beginner to intermediate level by
Project 1-4 textbooks. The fifth grade, Project Plus, is a revision course.
Each level of Project consists of a Student’s Book, Workbook, Class Cassettes and
Teacher’s Book.

Project takes a cognitive approach to grammar. It not only helps students to remember
grammar rules more easily, but also to develop the important learning strategy of working
things out. Students analyze and practise a new grammar issue in the comprehension text.
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Using guided activities encourages students to work out as much as possible of the grammar
for themselves. The approach has these three stages as follows:

• “Students find and complete sentences from the comprehension text which illustrate
the grammar point.”
• “Using their completed sentences, students identify the pattern or rule and complete a
table or description of the rule.”
• “They do some controlled practice activities to consolidate their knowledge of the
rule.”
(Hutchinson 1999: 4)

To make grammar learning friendlier, there is the character of a funny cartoon computer
called Reginald. Reginald guides students towards the rules and points out important items,
such as exceptions.
The Project textbooks deal with the past simple and past continuous tenses.

2.1.1 Project 2
The past simple is presented in Project 2, Unit 3.
Students have already been taught the present simple and continuous in Project 1 and are
expected to be familiar with using this grammar point. This is very important.
Teaching the past simple starts in Unit 3 which is called “Doctor, Doctor”. It is about
health, medicine and things that happened at a specific time in the past. The unit is divided
into sections A – D. Section A deals with the verb to be in the past simple. It is presented in
“Comprehension” exercise, where students read and listen to the dialogue between Liam and
Miss Brown, Liam’s teacher, why Liam wasn’t at school yesterday. Then students work with
a partner and complete Mrs Ford’s letter explaining Liam’s absence. The dialogue contains
the past form of the verb to be and students discuss what new expressions they have noticed.

The next step is “Grammar” which is presented in exercise 2. Students are asked to
complete the sentences using was, were and wasn’t.
1. Liam.....................at school last week.
they ....................ill
2. Claire and Jamie weren’t at school last week.
they ....................ill

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The next part of the exercise is copying the gapped table into students’ exercise books.
Students are invited to supply the missing words to complete the table.
Past simple – to be

I ............
he was not
she ............ at school
it were ill yesterday
we ............ at home last week
you weren’t here
they

Then there is a discussion how the past simple of to be is formed in students own language,
which is easier for young learners, and they can concentrate on the new grammar structure.
Students are asked to make sentences using the table to realize how the grammar point is
illustrated.
At the end of this part students with a teacher discuss how the past simple of to be compares
to its form in the present simple in English.

To practise the past simple of to be students are asked to complete the following sentences
with was or were.
l. I..............ill last week.
2. We..........at the cinema yesterday.
3. Mr and Mrs Barnes.........on holiday last week.
4. You............here yesterday.
5. She............in bed with flu.

In the last part of exercise 2 students are asked to make the sentences above negative.
Students are expected to predict it remembering the negative of the present simple of to be.

In exercise 3 making question of to be is presented with the help of Reginald.

Students are asked to look at Liam’s conversation with Mrs Brown in exercise 1 and to
complete the question:
You were ill.
................ill?

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Again students are asked how questions with to be in the present simple are made. They can
be helped with writing on the board:
Are you............, Is he........., am I.........?

Students then easily predict how questions are formed in the past simple and are asked to turn
the following sentence into a question:
Liam was ill.
...............ill?

For further practising students turn the following sentences into questions:
1. You were at home yesterday afternoon.
2. Jamie and Claire were at school last week.
3. They were at the cinema last Thursday.
4. You were on holiday last summer.
5. Zoe was ill on Monday.

To get some feedback the answers are checked with the class.
For further practising students do some exercises in the Workbook as homework.

The past simple of regular and irregular verbs is introduced and practised in section B of
Unit 3.
In “Comprehension” exercise students read and listen to the story of Liam illness completed
with pictures. While listening students are asked to number the pictures in correct order.
It gets students familiar with the text.

In the next “Grammar” exercise students read through the story again and note down the
past simple of the verbs in the table. Students are asked how the past simple of regular verbs
is made and are expected to identify the rule by adding – ed to the stem.

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 Past simple - regular

verb past simple

stay stayed
look
check
phone
arrive

Again, the character of Reginald is here and guides students to realize the rule by asking
”How do we make the past simple?” and pointing to the table.

Students listen to the story again and look at the verbs in the following part:
decided needed wanted tasted

Students note that the verbs are pronounced with two syllables and are explained that the verb
stems end in – t and – d, and it is not possible to say – d after these without adding a vowel
sound – in this case pronounced /id/.

The last part of exercise 2 is practising regular verbs.

Students put the verbs in brackets into the past simple in the following sentences:
1. I.............to go to school, but I was ill. (want)
2. Mum..........my temperature. (check)
3. She...........that I........the doctor. (decide/need)
4. My friends..........because I wasn’t at school. (phone)
5. They...........me after school. (visit)

After they have finished, students discuss their completed sentences and are asked to read
them out to be checked.

The next exercise presents and discusses the past simple of irregular verbs:
Students write the gapped table into their exercise books.
Then they read the story again and find the past tenses of the irregular verbs and write them in
the table (again with Reginald’s pointing that “these verbs have an irregular past simple”).

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 Past simple - irregular
verb past simple
have had
write
give
get
go
take

Students now realize and sum up that the past simple of verbs has both regular and
irregular forms.
To practise both forms students do the following exercise where they are to put the verbs
in brackets into the past simple in these sentences:
1. I.............to watch the football match on Sunday,
but I............to bed early. (want/go)
2. The doctor.............for ten minutes. (stay)
3. He..........at twenty to twelve. (go)
4. Mum..........the medicine after lunch. (get)
5. She..............me the medicine everyday. (give)

After writing the verbs in brackets in the past simple, students discuss the completed
sentences with a partner and then are asked to read them out. Both students and teacher get
some feedback.

In part C students are taught questions in the past simple.

In this section students will meet the auxiliary verbs did/didn’t to make questions and
negative statements.
Again the lesson starts with “Comprehension” exercise, where students read and listen to
the story – this time it is a cartoon story of Mickey, Millie and Mut characters, who have
already been known to students. They appear in each unit in comic situations showing how
English works. Students like it and get familiar with the use of grammar points in various
situations.

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 As the first step students look at the pictures and read and listen to the story. Then they are
asked to look at five sentences and decide if each is true or false. This activity makes them
familiar with the text and students notice questions made with the auxiliary did.
Part which deals with past simple questions is “Grammar” exercise. Students copy the
gapped table and complete it using the sentences from the text. Students are asked by
Reginald “How do we make questions in the past simple?” They are supposed to analyze the
rule: Did + subject + stem verb

Past simple - questions

.......you ........a good time?

I ............a great time.
...........you ...........anything?
Yes, I .............a leg.

After completing the table students should be aware of the fact that do, did can only be used
with the verb stem. For immediate practising students complete these sentences using:
played, go, play, went.

1. Did Mut............................football?
No, he didn’t. He.......................rugby.
2. Did you................to the sports centre?
Yes, I did. I..........................this morning.

Again Reginald reminds students that:

Did is the past of do. Look:

Present simple
Do you go to the sports centre?
Past simple
Did you go to the sports centre?

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For further practicing students are asked to turn these sentences into questions:
1. Millie went to the shops.
2. Millie had a piano lesson.
3. Mickey wrote a letter.
4. Mickey made a model aeroplane.

The last part D introduces and practises the negative of the past simple.
There is a comprehension text to be analyzed by students.
They read and listen to the text and answer five questions about the text. The questions are in
the past simple and students are supposed to give correct answers.
In “Grammar” exercise students copy and complete the gapped table using the sentences
from the text.

Past simple – affirmative (+) and negative (-)

+ Rich people ate a lot of sugar.
- Poor people ................. a lot of sugar.
+ Rich people needed false teeth.
- Poor people .................. false teeth.

Students discuss how the negative of the past simple is made by the auxiliary didn’t + verb
stem, and compare this with the negative of the present simple.

In the following activity students complete the sentences with:

needed, go, went, need

1. Liam didn’t......................to the dentist last week.

He.............yesterday.
2. He didn’t...............false teeth.
He...................a filling.

The last part of this “Grammar” stage is practising the negative of the past simple with
correcting these sentences:

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 1. Liam had a bad cold.
2. He started to feel ill on Tuesday.
3. He was at home for three days.
4. The doctor came at half past twelve.
5. The medicine was nice.

The unit ends with the “Progress diary” revising the past simple tense, which encourages
self–evaluation on the part of the student and feedback between a teacher and students.
Students are recommended to do practice exercises in their Workbook. It serves as a check on
how much students’ skills have developed.

2.1.2 Project 3
Teaching past tenses goes on in the third book, Project 3. Although the syllabus of this
textbook follows the cognitive approach to grammar of Project series of textbooks, there are
some changes.
Grammar is divided into sections A and C.
In these grammar sections there is a combination of new and revision material. In section A
students find “Language in use”, which is a motivating and authentic comprehensive text,
including several episodes of two new cartoon characters “Sweet Sue and Smart Alec”. This
comprehensive text is followed by “What’s the rule?” part, where students analyze grammar
point and meaning in context. As the next step students do “Practice” exercise, where they
consolidate the use of grammar.

Although students are supposed to be familiar with the past simple tense, there is a revision
of simple past in Unit 1, where in section students analyze the text and in “What’s the rule?”
they try to remember the rules of forming the past simple negative, using auxiliary didn’t. Part
C deals with revision of past simple questions. Students are reminded of the structure: did +
subject + the verb stem.
In “Practice” exercises they consolidate the grammar focus.
Teaching the past simple continuous starts in Unit 4.
Section A is called “Times and places” and “Language in use” deals with time zones around
the world monitoring the events which were in progress at a certain time. It is a very
interesting topic for students and they can analyze the text more easily and can notice how the
past continuous is presented.
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 The presentation of the past continuous is in the table called “Study skills”. Students read
the text and are asked to do some questions in what way the present continuous and past
continuous are similar. Students then get some feedback by discussing their ideas.

STUDY SKILLS
You’re going to learn a new tense – the past continuous.
You already know the different parts of this tense. Look:

THIS IS THE PRESENT CONTINUOUS. It’s 1.30 pm and

When do we use it? Sally is having lunch.

Put this part (is) into the past simple.

THIS IS THE PAST CONTINUOUS. She....having lunch

When do you think we use it? at 1.30 yesterday, too.

Next step is “What’s the rule?” exercise. Students have to find examples of the past
continuous in the texts and write them in their exercise books. After they have finished,
students go through the examples and check them.
Students are asked to make the questions. They realize very easily that this activity deals with
making questions of the past tense of to be. Then put they missing words in the correct order
to complete questions in these examples:

1. What............................? (they doing were)

2. ............................ready for bed? (getting Michio was)

Students then check their questions in the texts and are asked how questions in the past
continuous are made. At the same time the teacher writes the following gapped rule on the
board and asks students to complete it.

WH QUESTION + PAST OF........................+..........................+ VERB IN – ING +.................

Students are supposed to write:

WH QUESTION + PAST OF TO BE + SUBJECT + VERB IN – ING + REST OF THE
QUESTION.

To consolidate their knowledge of the past continuous students do “Practice” exercise. They
have to use the cues and make ten true sentences.

25
Ranjit and his family sleep
Michio volleyball
Raoul and his friends test
Sandy and Mark ready
Tina eat

After students have written it, some of them are asked to read out some examples of their
sentences.
Student’s books are complemented with Workbooks with additional exercises to practise a
new grammar unit.

Part C of Unit 4 deals with the contrast between the past simple and past continuous and it
is called “Twister”. It is the name for a tornado and is the topic of the comprehension text in
“Language in use”. Students read and listen to the text – an interview about a tornado in
Kansas. Students then answer six questions which get them familiar with the text. Students
notice using of the two past tenses – simple and continuous – together and they discuss it.
As the next step students are invited to have a look at “What’s the rule?” exercise and are
made to complete the sentences from the text:
While I..............the street,
I..........something in the distance.

After they have done it, students pay attention to the use of while.
Students are supposed to learn that while signalizes an action in progress. Compared to Czech
it is not sometimes easy, so students are asked to translate the whole sentence to realize
where the two past tenses are used.

Students go on with analyzing this grammar point and copy the diagram in order to learn
that the horizontal arrows show an action in progress and vertical arrow shows an action
which took only a moment.

26
 I was crossing the street. - ....................................
→→→→→→→→
↑
I saw something. - .....................................

Students are supposed to write the names of the two tenses (past continuous and past simple)
in the gaps. Then they discuss when two things happen to show the use of the two past tenses:
• at the same time?
or
• one after the other?
Students will probably need time to think this through and they find examples from the story
to show the use of the two past tenses in different situations.
In the last “Practice” exercise students are asked to complete the text to distinguish
between the two tenses, which is later checked and discussed with a teacher to get some
feedback.
At this point the teaching of the past tenses (simple and continuous) is finalized in Project 3
textbook. In the Workbook students do more exercises for homework and for revision.

2.1.3 Project 4
The next mention of the past tenses is in Project 4 in Unit 3. It is a revision and summary
of what students have already learnt. Again students analyze a comprehensive text and remind
them of the rules of using the past simple and continuous by doing exercises in “Practice”
part.

In “Language focus” students are taught past tenses of modals can + must.
can = could
must = had to

To practise modals students do the following exercise. Ts are supposed to say whether the
Bowlers had to, could or couldn’t do these things:
1. watch TV They couldn’t watch TV.
2. wear long dresses
3. get up early
4. use shampoo
27
 5. read books
6. go out the evening
7. play CDs
8. wash in cold water
9. read a modern newspaper
10. go to bed at 8 o’clock

To get some feedback the sentences are checked with the class.

Project 4 is a textbook for intermediate learners and students at this

level should be familiar with the past tenses and the present perfect tense. Students can find
the use of the present perfect contrasted with the past simple difficult and that is why Unit 6
deals with this issue.
Again students analyze a comprehensive text and in “What’s the rule?” they focus on
completing the gapped sentences from the text to point out that the present perfect is used for
a situation which began in the past and which has continued to “now!” As a contrast,
students also realize that the past simple is used for a situation which happened at a specific
time in the past.
In the “Practice” part students are asked to do exercises to practise the two tenses. For more
practice students do additional exercises in the Workbook.

The Project textbooks are a very good and useful choice of a

coursebook for teaching not only the past tenses, but for teaching the English language in
general.
Teaching methods and cognitive approach to grammar are an important aspect of the
methodology of Project, which corresponds with Jeremy Harmer’s models for teaching
grammar. Students like Project and are motivated to use their English because they can see
that English is presented in realistic contexts which reflect the real-life situations. I have
experienced that students appreciate project work which help them to communicate.

The topics of the texts are interesting and motivating for students and help them to work
out grammar rules more easily. The following exercises are well-balanced and the
combination of different activities as reading, listening, writing and speaking is a very good
way how to get familiar with new grammar. According to my experience Project is a
successful English course for teenagers.
28
2.2 English File, Clive Oxegen, Paul Seligson, Christina Latham-Koenig,
OUP, 1997, ninth impression 2003

English File is a four–level course for young adult and adult learners. It covers levels from
Beginner to Upper – Intermediate. English File is written by experienced teachers to provide
teachers and students what they really need. Both teachers and students find English File as a
course which is flexible, effective, memorable and exciting. Students are given a real sense of
progress with a special emphasis on speaking.

English File textbooks are divided into four different levels. Levels 1 – 2 are designed for
low–level learners and focus on communicative, high frequency language.
Intermediate and Upper–Intermediate levels focus on systematic language extension.
Students are encouraged to work on accuracy, and to apply language and study skills outside
the classroom.
Each level of English File consists of a Student’s Book, Workbook, Class Cassettes +
Teacher’s Book.
Teaching grammar takes also cognitive approach as in Project textbooks. The realistic
grammar syllabus is selected and ordered to avoid overloading students. They are encouraged
to work out a new grammar point using activities which help students to remember and use
grammar rules more easily.
English File has four essential steps to teaching and learning grammar:
• Students deduce grammar for the language presentation and complete tables.
• To check their understanding students do practice exercise.
• They study a reference page with easy explanations and tick–off rules.
• To make sure that students have assimilated the rules they practice in their Workbook
a page of exercises and activities.

Students soon realize that constant recycling and revision is the key to successful
language– learning.

2.2.1 English File 1

English File textbooks are divided into Files and each File has sections A – D which deal
with a different topic.
The past simple is presented in English File 1, File 6.

29
Students at this level have already been taught the present simple and continuous tense, and
are expected to use both tenses to communicate in common situations in the present.
Section C deals with teaching of the past tense of to be. It is called “Murder at Christmas”. It
is an interesting and attractive topic for students because they focus on what happened.
Students are pre–taught that was, were are the past tenses of is, are. Then they read and listen
to the newspaper article.
Students discuss the article and are asked to answer these questions:
1. Where was Tony at 7.00?
2. Who was he with?

Student find the answers in the text and realize the use of was, were expressions.

The next step is “Grammar Focus”. Students complete the chart using the text with was,
were, wasn’t, weren’t. At the same time students work out how questions of to be are formed
in the past simple.

You (we/they) were

+ I (he/she/it) was
at home?
You (etc.)................
- I (etc.)................

...................you (etc.)
? ................I (etc.) at the cinem ?

In “Practice” exercise students are asked where they were at:

7.00 a.m. 10.45 a.m. 4.30 p.m. 8.00 p.m.

Then they transform sentences from present to past.

1. I’m tired. I was tired.
2. It’s Tuesday.
3. They aren’t happy.
4. He isn’t in Scotland.

30
The answers should be checked and students do some exercises in the Workbook for further
practising.

The past simple of regular and irregular verbs as well as questions and negatives is
introduced and practised in part A and B of File 7.
Part A deals with the past simple of go/have verbs and forming questions and negatives.
Students read and listen to the text which is in the present simple. While listening they
complete the following dialogue with the past simple of go/have and realise how questions
and negatives are formed with auxiliaries did + didn’t.

In “Grammar Focus” students complete the chart.

Present simple Past simple

go/have
+ I go/have I went/had
- I don’t go/have I...................go/have swimming/lunch?
? Do I go/have ..........I.........go/have? To work/lunch?

To get familiar with this grammar point students do “Practice” exercise. Students transform
the following sentences from present to past.
1. Do they go shopping? (last Saturday) Did they go shopping last Saturday?
2. Does she have lunch? (yesterday)
3. He has a drink. (this morning)
4. She doesn’t go to the gym on Mondays. (last Monday).

The past simple of regular and irregular verbs are taught and practised in part B. Students
write verbs for pictures A to M (they are in the present simple tense). Then they read and
listen to the following story presentation with gaps for missing verbs in the past simple and
they complete it. Students notice how the verbs are changed and they work out the rules.
In “Grammar Focus” students complete the charts for regular and irregular verbs to
identify the rule by adding – ed to the stem for regular and different form of the verbs for
irregular verbs.

31
Regular verbs Irregular verbs
Infinitive Past simple Infinitive Past simple
cook cooked do did
_________ had
dance __________
read ________
talk __________ _________ went
get ________
walk __________
_________ met
buy ________
_________ saw

In “Practice” exercise students do “Past simple survey”. They write questions 1 – 7 and ask
how many people in the class did these things and write the number in the column.

Last Saturday
How many people........ Real number
1. had dinner at home?
2. studied or worked?
3. saw a good film?
4. spoke English?
5. went away?

For more practising and consolidation of a new grammar point students are recommended
to do some controlled exercises in their Workbook. Both students and a teacher get some
feedback.

2.2.2 English File 2

At this point the teaching of past tenses goes on in English File 2 textbook. The level of
English File 2 is Pre–Intermediate and students are supposed to be familiar with the present
tenses and past simple tense which is revised in File 1.
Teaching the past simple continuous starts in File 3, section D, where students analyze the
text. It is called “It was a cold, dark night...” and it is a story about a night adventure in
London. Students focus on the use of the two past tenses – simple and continuous. Students
have already been familiar with the past simple and now they see highlighted verbs – the
forms of the past continuous tense.

32
They realize how the past continuous is presented in the context of the story and are asked in
what way the present continuous and past continuous are similar. To analyze it students focus
on highlighted verbs and complete the rule in “Grammar Focus”:
To form the past continuous use:
Was/were + verbs + - ing

Then students complete the table.

Present continuous Past continuous
I’m working I was working.
They’re going home.
It isn’t raining.
Is it snowing?

Completing this table students are aware of forming questions and negatives in the past
continuous.
In “Practice” exercise students focus on the text and find out what else was happening at six
o’clock and write some sentences.
1. Two people were going into a pub.
2. A wan was smoking.
3. A boy was selling newspapers.

Students realize the use of the past continuous to describe actions in progress at a specific
time in the past.
The next step is “Grammar Focus 2”, where students concentrate and realize the difference
between the past simple and continuous. Students look at the text and are supposed to
complete the rules with “simple” or “continuous”.
use the past.........................for an action in progress and
the past........................for a shorter, completed action.
Students are supposed to write the names of the two tenses (continuous and past) in the gaps.

In “Practice” they write sentences with the past simple/past continuous.

1. When Diana (have) work it (rain).
2. She (kill) a cat when she (drive) to her friend’s house.
3. Suddenly she (see) a black van. It (follow) her.

33
After they have finished the exercise students discuss it with a teacher to get some feedback.
For more practising they ask what their partners were doing at certain times yesterday.
At this point the teaching of the past simple and continuous tense is finalized in the
Workbook, where students do more controlled exercises for further practising to consolidate
their skills.

2.2.3 English File Intermediate

The next mention of the past tenses is in English File Intermediate in File 1 and students at
this level should be familiar with the past tenses and the present perfect tense. Part “Grammar
Focus” is replaced with “Grammar Analysis”. Under each “Grammar Analysis” there is a
summary, where grammar rules are explained and completed with examples.
Part A of File 1 deals with the contrast between the present perfect and the past simple.
Again students analyze the text and in “Grammar Analysis” they correct sentences which are
wrong. Students have already been familiar with both these tenses, but can have difficulty
using them correctly. Here students focus on correcting the sentences to point out that the
present perfect is used for a situation which began in the past and which has finished “now!”.
As a contrast, the past simple is used for situations which happened at a specific time in the
past.
In “Practice” students make questions in the post simple or present perfect.
1. When /Pavarotti/born?
2. How long/married/Adua?
3. How long/be/ an opera singer?
4. When/start eating too much?
5. When/meet/José Carreras?
6. How long/know/José Carreras?

Then students read the questions out to be checked and answer the questions. For more
practice students do additional exercises in the Workbook.

File 5 deals with the past perfect tense.

Students read and listen to the interview with Sebastian Coe. Students focus on Coe’s answers
and analyze that he did some things earlier then others.
After listening they discuss the questions with their partner and with a teacher they get
some feedback of answers.
34
 The next step is “Grammar Analysis”, where students are asked which Sebastian Coe did
first: won an Olympic medal, or got his driving licence.
“When I got my driving licence, I had already won an Olympic medal”.

Students analyse that I had won is an example of the past perfect which is formed by
had + the past participle.
Students work out the rule that when they talk about the past and want to say that one action
happened earlier than another, they use the past perfect tense. Students check the new rule
with a grammar summary, where they find a clear explanation and some more examples.
As the next step students are asked to complete the sentences, using the past simple or past
perfect.
1. I was too late. When I arrived, the meeting.........................(finish)
2. She didn’t want to come with us because she...........the film before.(see)
3. He was furious. Someone..................the car window and...........the radio. (break/take)
4. He woke up when the alarm clock......................(ring)

Then they make sentences for pictures dealing with one action happened earlier than another
to show the use of the past perfect.
At this point the teaching of past tenses is finished and finalized in English File
Intermediate textbook.
Again students are recommended do some exercises following the past perfect tense in
their Workbook.

2.2.4 English File Upper – Intermediate

Students at this level should have attained a reasonably good level of English and that is
why the teaching the past tenses is revised and summarized.
The next mention of the past tenses is in File 3, part A Its name is “A moment in Venice”
and students find here eight stories of various kinds. The grammatical aim is to revise and
extend students’ use of narrative tenses.

Students read all the stories and are asked to sum up when we use “narrative” tenses (when
we are telling a story). Students should be familiar with the main narrative tenses (past simple
and continuous, past perfect). Here the tenses are revised and new one is introduced: the past
perfect continuous.

35
 In “Focus on new language” part students are asked to underline the verbs in the text and
copy them into the chart according to the tense of the verbs. Although the past perfect
continuous has not been taught yet in English File textbook, students are supposed to
recognize it from their knowledge of the present perfect continuous.
1. past simple stabbed , ....................., ......................
2. past continuous ......................
3. past perfect ....................., .....................
4. past perfect continuous .....................

Students then look at the different ways of continuing the following sentence and are asked to
explain how the meaning changes.
When he came home
1. .............she made dinner.
2. .............she had made dinner.
3. .............she was making dinner.
4. .............she had been making dinner.

Students are now supposed go through the following grammar rules 1 – 4 and put the right
number of the certain narrative tense in the gapped sentences above.
This exercise is very useful and it will help students to get used to interpreting grammar rules.
To summarize students’ knowledge of the past tenses students do “Practice” exercise.
They are asked to put the verbs in the right narrative tense.

It was 9.30 and Adam was sitting (sit) in the restaurant because he__________(travel) all
afternoon. He __________ (feel) nervous too. He ___________ (not be) sure if she would
recognize him after all this time. It was difficult to believe but they ___________ (not see)
each other for ten years now. He wondered if she ____________ (be) attractive, but not
beautiful. He _________ (look) at his watch again. He _________ (wait) for half an hour.
She ___________ (promise) to be there at about 9.00, but she __________ (never be) a very
punctual person. He __________ (order) a glass of red wine. Suddenly, he _________ (see)
her. She __________ (wear) a long coat and __________ (look) round the other tables,
obviously looking for him. He ____________ (stand) up and ___________ (walk) towards
her. ‘You look fantastic, Mum,’ he said...........
Students find additional exercise in their Workbook to sum up their knowledge of the past
tenses.
36
 The English File textbooks a right and useful choice of a coursebook for teaching adults’
and young adults’ courses. I have experienced that students like English File. To make the
learning more interesting and motivating English File series use a lot of pictures, photographs,
interesting articles with various topics.
Grammar is explained in a way that it is easy for a teacher to teach and for students to
understand and get familiar with it. There is a combination of different activities – reading,
listening, speaking and writing, which both teachers and students find as well–balanced,
motivating and challenging.
I have personally found English File as an English course with real confidence.

37
3. CONCLUSION

As I have mentioned earlier, studying and teaching English can be a big challenge for both
students and teachers and that the choice of English course books is very important.
According to my own experience teaching – but also studying English language – a
motivating, interesting and up–to–date English coursebook consisting of interesting topics,
clear and simple grammar explanations followed by stimulating activities is what both
teachers and students really need.
In my work I focused on two series of English textbooks: Project and English File. I have
been teaching for thirteen years and I have experienced that both English coursebooks are the
right choice for my teaching. Although both the textbooks are aimed for different age levels
of students, they are modern and contemporary English courses that motivate students use
language naturally. And this should be the general teachers’ goal.
What I really appreciate in Project and English File is the similar way of teaching the past
tenses following a cognitive approach to grammar. Students first analyze the text and then
work out grammar rules which are practised and consolidated in the following exercises. I
have found that it is a good method of teaching because it is easier for students to remember
the rules and bring them to their use of English. Project and English File textbooks consists of
attractive topics which interest young and adult learners and deal with up–to–date subjects.
Students acquire the language while reading and analyzing the texts. Through project and
activity work students are motivated and encouraged to use their English consolidating new
grammar rules and extending their vocabulary. Teaching the past tenses is not easy. However,
while taking a cognitive approach to grammar, teaching the past tenses in Project and English
File can be joyful and challenging work.
Why the past tenses? Because they are used in narratives and students like them.
Telling stories is a good way of teaching the past tenses. Let me finish my research work by
my own story:
......I am sitting at my desk and holding an old English textbook in my hands. I am smiling,
and my memories get me back thirty years ago... I can see a small boy asking his mum for
some money and hurrying to the bookshop to buy his first English textbook.
I can see his sparkling eyes while flicking through the book... The boy was me and the old
textbook with yellow pages tells a story. The story of teaching and learning. The story of a big
challenge...

38
Summary

The focus of this bachelor work “Teaching Past Tenses in English textbooks “has been to
look at in what way an approach to grammar (in this case teaching past tenses) is taken and
presented in chosen English textbooks and how it can attribute to the mastering language
skills.
A general survey and overview was made to look at teaching past tenses completed with
following exercises in the English coursebooks Project and English File taking learners from
Beginner to Upper–Intermediate level. Activities and exercises practising past tenses function
as a stimulant to support the acquisition of English language in stimulating, effective and
enjoyable way. Students are motivated and helped to become competent users of English
language in real life.

Resume

Záměrem této bakalářské práce “Výuka minulých časů v anglických učebnicích” bylo
podívat se jakým způsobem přistupují a prezentují výuku gramatiky (v tomto případě výuku
minulých časů) anglické jazykové učebnice a jak mohou přispět k osvojení si jazykových
dovedností. Obecný průzkum a přehled o výuce minulých časů a následném procvičování byl
vytvořen na základě jazykových učebnic Project a English File, úroveň obtížnosti začátečníci
až pokročilí. Aktivity a cvičení obsahující procvičování minulých časů fungují jako stimulátor
podporující osvojení si anglického jazyka stimulujícím, efektivním a zábavným způsobem.
Studenti jsou motivování stát se kompetentními uživateli anglického jazyka v reálném životě.

39
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GREENBAUM, S. and Qwirk, R. A Student’s Grammar of the English language. Essex:

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HARMER, J. The Practice of English Language Teaching. Essex: Longman Group UK

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41