First, set the context by showing a video of two people practicing a salsa choreography. With that video, describe more details about what happened that day. After that, give more examples of possible accidents we can suffer, such as spilling coffee, breaking a leg, falling, etc. (Avoid giving examples of too sensitive topics such as death or serious illnesses). Then, ask ss to work in pairs to share an accident they had in their lives. Show the following questions on the screen: Have you had any accidents? What happened?

Explain to Ss that they will listen to an audio about Frane Selak, a man who has had many accidents. Show the question that students have to answer on the screen: How many lucky escapes has he had? Once they finish listening, elicit some ideas and check answers with the class. Then, provide Ss with a listening for details task. Explain that they will listen to 4 of the 7 accidents the man had. Show the chart Ss have to complete individually. After they listen, ask them to peer check. Finally, check answers with all the class

Ask Ss to identify examples of simple past and past continuous in the script of the listening. Show an example highlight of both structures on the screen. Then, hand in the listening script and let them work individually for about one minute. Finally, elicit answers from some Ss to check all the examples present on the text.

Give Ss a handout where they are asked to answer questions related to the meaning, form and pronunciation of the TL. They will work on the handout inidividually for about 4 minutes. MEANING FORM PRONUNCIATION After Ss finish each exercise, ask them to check in pairs and then provide the answers for each exercise while explanation each part necessary

Let Ss know they will work individually in a gap-filling exercise in which they have to choose between past simple and past continuous. Model the task by showing the first sentence of the exercise. Hand out the worksheet and monitor their work. After they finish, ask them to share their answers in pairs and then check with all the class.

Show two sets of pictures to Ss. Explain that will have to describe what happened in each situation to their classmates. Thus, they will work in pairs. Model the task by describing the first picture. Hand out the picture and monitor the task to identify errors Ss make to provide open class feedback after the task is finished.

First, ask follow-up questions related to the ideas Ss said in the freer practice stage. Then, have ready examples of errors students made and ask them to find the mistakes in pairs. After that, elicit students answers and share the correct forms with all the class