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In this lesson students learn about Past simple and Past Continuous through guided discovery based on a small a reading text about the previous lesson’s context ghostwriter. To link the lesson to previous one and review context key words, the lesson starts with a word game . This is followed by specific reading of the text. Then students work through inductive analysis of Meaning/Form. Teacher gives feedback of Meaning/Form with CCQs and clarifies of pronunciation with drills. Finally there is some controlled practice through sentence completion and freer practice via completing a story.


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Main Aims

  • To review and practice Past Simple and Past Continuous

Subsidiary Aims

  • To provide product through writing practice of a story completion
  • To provide fluency and accuracy through group work


Warmer/Lead-in (3-5 minutes) • To set lesson context and engage students

Teacher divides students into two groups. Nominates one member of each group to sit turned back to board. Writes a word to board and wants groups to tell the word to their friends sitting facing them. After that, shows a picture and asks them to guess the reading text's topic.

Exposure (8-10 minutes) • To provide context for the target language through a text or situation

Teacher sets the context by showing a picture used in the previous lesson, and asks "Do you know him? What does he do?" T tell the students that they will read a text about the same person. This text consists of adequate examples of target language. Firstly, Students skim the test to answer the gist question. Secondly, Students make predictions about T/F sentences and then read to check their answers, do peer - check and Teacher gives feedback. Teacher asks two more questions about the text to make Ss notice the TL. Elicits the answers and write the language models on the board. 1. When did he meet some important writers? He met some important writers while he was studying at Lancing College. 1. What was Andrew Crofts doing before he became the ghostwriter? He was working for a magazine before he became the ghostwriter.

Highlighting (2-4 minutes) • To draw students' attention to the target language

Students do the grammar analyses with the help of the natural, clear language models in the text and answers CCQs in the handout individually and do peer check.

Clarification (8-10 minutes) • To clarify the meaning, form and pronunciation of the target language

Teacher gives feedback of Meaning/ Form with CCQs on the board through handout as WC. Teacher clarifies the pronunciation and make choral and individual drills.

Controlled Practice (8-10 minutes) • To concept check and prepare students for more meaningful practice

Students do open the brackets type of exercise by using simple past and past continuous.

Semi-Controlled Practice (8-10 minutes) • To concept check further and prepare students for free practice

Student do rewrite exercise by combining to sentences with when or while.

Free Practice (8-10 minutes) • To provide students with free practice of the target language

Students are given the task of completing the opening lines of a book. They are divided into groups of three. In each group there will be a ghostwriter, a story teller and an editor. These roles will be changed alternately with every new prompt. Storyteller talks to ghostwriter completes the sentence and adds one. Ghostwriter listens to storyteller writes down the sentences and adds one. Editor checks the grammar of sentences in terms of TL. In every 4 minutes students will be given a new sentence and they swap the roles. At the end of the exercise there must 6 sentences in each group's paper. Groups exchange the papers, read and check other group's sentences. The group with the least grammar mistake is the winner.

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