Malek Zarzour Malek Zarzour

Past Continuous
Pre-intermediate level

Description

In this lesson students will learn about past continuous, based on some pictures of couples and the relationship between them, Listening and checking their predictions, and focusing on form and pronunciation.

Materials

Abc pictures
Abc Gab-fill handouts

Main Aims

  • To provide clarification and practice of the past continuous tense in the context of relstionships

Subsidiary Aims

  • to expose students to the past continuous tense

Procedure

Warmer/Led in (4-7 minutes) • To set lesson context and engage sts

After having briefly presented my self, I will show the Ss two pictures showing ( two couples in a restaurant, and another couples walkking) telling them to say what the are the couples doing in that certain of time which is in 'past'. then i'll ask Ss in pairs tell each other five things they did the previous evening, with the relevant time.

Presentation of Grammar (5 minutes) • to improve their speaking skills

I'll Draw a stick man on the board and call him Bill. then I'll Draw a horizontal line on the WB and put a vertical line part way along it. Write TV / 8:00 above the vertical line: TV / 8:00 > > > ----------I--------------------- I'll say, Tell me about Bill last night. Elicit, He watched TV at 8 O’clock. then ask, What time did he start to watch TV? (8 O’clock) then ask, So He watched TV at 8 O’clock means he started to watch at 8? (Yes) Ask, What time did he turn off the TV? (We don’t know) Then I'll put an X and 8:15 as shown below: TV / 8:00 > > > > ---------------I----------X----------- 8:15 I'll use ICQ I'll say, Tell me about Bill and 8:15. Students may say He watched TV at 8:15. In this case, I say, But He watched means he started to watch. Did he start to watch at 8:15? (No) Help them to produce the model sentence, He was watching TV at 8:15. I'll ask, When did he start to watch TV? (8:00) Did he turn off the TV before or after 8:15? (After)

Grammar-clarify (10-15 minutes) • To provide context for the target language,and to draw students' attention, to clarify the meaning, form and pronunciation of the target language

I'll do ex.2, I would give the Ss exercise to try and do, then I can clarify the past continuous tense, I will talk about an action that was in progress when another(shorter) action happened. ex. I was travelling back from China and we met on the plan. was travelling = a longer action(past continuous) met = short action (past simple) I will support his clarification by drawing a timeline on WB showing the action and the interrupted one etc. then I will focus on form then the pronunciation then I will make Ss do ex.3 highlight the the weak form of 'was' I was travelling back from China and we met on the plane. e.g. then I'll ask ICQ to make sure they understood

Controled practice (4-7 minutes) • To concept check and prepare sts for more meaningful practice

I'll tell the Ss that they are going to work on exercise which is about " Hillary is talking about how she met Ken", and they should choose the correct verb form. Sts can work in pair and then get FB to check their answers.

Semi-Controlled practice (3-5 minutes) • To concept check further and prepare sts for free practice

the students work on ex. 4b which is a supplement to Hilary story. Sts can work in pair then get FB to check answers.

Free speaking practise (5 minutes) • To have them practice what they learned

Get Ss to discuss in pairs how they met their partner, or how their parents met.

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