Copy of Past Continuous and Past Simple
The main aim is to teach and practice past simple and past continuous tenses and to use them together in interrupted actions.
Learning the pronunciation of regular verbs.
Procedure (35-45 minutes)
T sticks four picures of works of art (statue, sculpture, painting, an old manuscript) which are related to the previous lesson and ask students their names. T elicits the names, writes them on the WB.
T gives the speaking HO. Ss ask each other four questions starting with "What happened while..." and "What was happening when..." and answer their partner's questions.
T uses the first one of the four sentences ss used in the speaking stage to introduce the use of past continuous and past simple together by drawing a timeline. T elicits which action was happening and which action interrupted it. Volunteers will come to the WB and show the sequence of actions on the timeline.
T gives the second handout and ss decide whether the verbs are regular or irregular. If it is hard for the ss, T gives examples for these kind of verbs.
Ss circle certain rules about both tenses and give the answers.
Ss write the past form of given verbs to the correct column: regular or irregular. Ss check answers in pairs and then WCF. T says that if ss not sure how to spell the past form of some verbs, they should speak up so that T can write them on the WB.
Ss read the sentences and decide which tense is appropriate for each one. T explains that there are six sentences and they will decide which part of the sentence should be in past simple form and which one should be in past continuous form and underline the correct one. T also says that the most important thing is to find out which action was happening first and which one interrupts a continuous action, so it will be helpful to find out the correct form. Ss do this exercise by themselves and they have 3 minutes. T asks the following ICQs: "How many sentences are there?", "What is the most important thing before underlining the correct form?" After ss 3 minutes,ss will give the answers individually.
T writes on the WB "picked, nodded, abolished" and asks ss how these verbs are pronounced. Then writes the last sound of each verb under them: "k, d, ʃ" The meaning of abolish can be clarified with an example: "The death penalty was abolished in 2004 in Turkey". "Nod" can be mimed. Ss look at the last exercise and pronounce as WC.
T explains that ss read 3 short paragraphs about valuable works of art found by accident. Ss fill in the blanks with correct form of the verbs in brackets. Then, ss check answers in pairs for a minute. T gives answer key to each pair for them to check their answers together.
T puts ss into three groups: "statue, painting, manuscript" and gives pictures of certain actions. Ss describe actions and use both tenses separately and together by associating continuous actions with the interrupting actions.