Jeremy Schlichter Jeremy Schlichter

Past continous-Demo lesson
Pre-Intermediate level


Abc Workbook pages
Abc Guided discovery sheet
Abc CD2.1
Abc CD2.2

Main Aims

  • To provide clarification of the past progressive tense in the context of discussing music

Subsidiary Aims

  • To provide gist and detailed reading practice through the use of anecdotes about famous composers


Warmer/Lead-in (5-10 minutes) • To set lesson context and engage students

After a brief introduction, students will be asked about their musical preferences. After some input, conversation will be steered towards classical music and students will listen to each piece of music. Students will be asked which piece was their favorite, and to describe why using the provided adjectives. (Question 1)

Exposure (Reading for gist and detail) (18-20 minutes) • To hear the target language in a natural setting

Students will be given a photocopy of the reading material from the workbook face down. When intructed, students will flip over the page and read the 3 anecdotes within a 2 min timeline (forcing the students to read quickly). The students will then match each of the pictures to the anecdote about the composer. Students will compare notes, after which the answers will be taken up as a class. (6min) Reading exercise 2, Q5 from the work book Students will be given question 5 from the workbook and allowed to re-read through the anecdotal material. Students will correct each sentence accordingly before peer checking. After which, students may check answers against the provided answer key, with the teacher clearing up any discrepancies.

Clarification (15-20 minutes) • To clarify the meaning, form and pronunciation of the target language

[Question 3 and 4] Students will work through guided discovery sheet to learn meaning and form of past continous. After each stage, students should confer with each other to check answers before checking against the answer key and taking up sentences as a class. Sentences will then be drilled orally to provide pronunciation practice. If students are having issues with the form, diagram the sentence on the WB with student participation.

Controlled Practice (15-20 minutes) • To concept check and prepare students for more meaningful practice

Students will now be given questions 6 and 7 from the workbook. Prior to starting question 6, infom the students that this is another personal story, this time about a famous writer in order to tie the exercise back into context. After the students have completed the gap fill for question 6, have the students check their answers amongst themselves before orally taking up the answers as a class. If running short on time and comprehension seems clear, students can check their answers against the provided answer key instead. Repeat for question 7 If students are finding the gap fills too difficult, have the students work in pairs and check answers in groups prior to taking up answers as a class

Semi-Controlled Practice (15-20 minutes) • Push students to utilize the target language in a less guided way

Question 8 Students will utilize the writing prompts and CD to create full sentences using both the past simple and past continuous forms. Students should compare their answers against one another before taking up answers as a class. If issues with the CD occur, have the students just utilize the prompts to create 4 sentences of their own choosing. Question 9 Students will guess what their partners were doing at the given times, then after being given time to write down their questions, they will confirm with their partner orally about whether their predictions were true or not

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