Aya Nejim Aya Nejim

Teaching Practice 3 : Past Simple and Past Continuous
Pre - Intermediate level


In this lesson students learn about past simple and past continuous form through guided discovery . The lesson starts with a grammar analysis based on a sentence from their earlier reading text . SS inductively construct meaning and form through Concept Checking Questions and Timelines . After necessary clarification and pronunciation drills SS will answer a gap fill activity in pairs and check their work in pairs through answer key . SS will be given another activity drill for some verb forms in the past tense to deduce pronunciation rule . Finally , SS will be playing different story scenarios in their groups . SS will exchange groups re-telling their new partners their different stories .


Abc Gap fill handout

Main Aims

  • To provide review, practice and clarification of the past simple and past continuous tense in the context of Art

Subsidiary Aims

  • To provide accuracy speaking practice in a The past simple''ed'' ending sound . in the context of Art


Warm up (1 minutes) • Set the context

T asks the SS what were they reading about? T writes the word ''discovered'' on the board and uses hand gesture to ask SS about tense . Now ? Past ?

Lead in : (6-10 minutes) • Present TL : Deduce form and meaning of past simple and past progressive

Guided Practice : T asks to work in pairs and solve the grammar analysis exercise . T will offer necessary clarification depending on SS needs . T will invite one of the SS to the board to draw the timeline on the board and explain the difference between past simple and past continuous . For Form , T will draw a box with two empty blanks in front of present simple and present continuous and asks SS to get back to their papers and write the forms of each on the board . T reminds SS of Irregular verbs by asking SS what kind of verb is " Found '' ? Does it end in ''ed' ? Why not ? T

Present : Drill Target Language (1 minutes) • Drill past continuous weak "was , were '' sounds

T clarifies to students that was and were are weak sounds which means they are pronounced quickly and within the speech not clearly nor slowly and drill the pronunciation with SS . If necessary T could indicate that was and were are unstressed sounds to help SS .

Practice (12-15 minutes) • Controlled Practice

SS individually solve ex. 3 pg. 32 . SS check their answers in pairs . T gives WCFB and elicits answers from SS .

Practice : Drill ''ed '' sound endings (7-10 minutes) • differentiate between varying ''ed '' ending sounds

1. T writes '' listened , worked , wanted and asks SS what do they all end with ? 2. T writes the following on the board -ed= / t / -ed= / d / -ed= / Id / 3. T points out that these verbs represent different sounds and asks the class to read them out. T asks SS to pronounce the first one and place it under the category . T instructs SS that they will be given 10 verbs and they have to place them on the board under the correct category . 4. T sits at the back of the class and observes as the students decide where their verb goes. T remind students to say the verb aloud to help them. To facilitate the activity T can ask SS to put their hands on their neck and feel whether they can sense any vibration or movement on their neck when pronouncing different words . 5. Once I feel students have done what they can, I tell them how many verbs are not placed correctly. Note: I don't say which ones, just how many, e.g. '3 verbs are not correct'. I then encourage students to make changes. Again, I comment, e.g. 'Now, 2 verbs are not correct!', so students know how to proceed. 6. Finally , T provides SS with adapted Verb card answer key .

Produce (12-15 minutes) • freer practice

T writes three different sentences beginnings on the board : 1. Dinca was sleeping when ........... 2. Totko watched with interest while ............ 3. Uzlam found a ............................. In pairs , T instructs SS to complete the rest of the rest by speaking together with a minimum of at least 5 different actions or sentences . T will set time for 5 minutes for SS . After 5 minutes pairs of same group switch . T monitors and writes wrong utterances on the board and invites SS to correct or discuss them .

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