sibel sibel

Question form of the past continuous
Pre intermediate level


In this lesson, the students learn about the question form of past continuous actions in the context of relationships.


Abc Listening Material
Abc Matching activity handout
Abc Pictures
Abc Grammar and Speaking handout
Abc Meaning checking question sheet

Main Aims

  • To review and practise the question form of the past continuous in the context of relationships and first meetings.

Subsidiary Aims

  • To give students controlled speaking practice of the TL and to practise listening for detail and specific information.


Lead-in (2-4 minutes) • To set lesson context (relationships/couples).

Link to previous lesson: T asks students what they can remember about the couples + which tense they reviewed.

Vocabulary Task (10-15 minutes) • To engage students in context

T organizes pairs. T gives instructions for picture and phrase matching tasks (shows handouts, tells students to look at the pictures, discuss them with partner and match the phrases to the pictures). T hands them out and let them complete the task in pairs. T writes answers on WB, students self-check. T explains they are phrasal verbs. Clarifies the meaning of some if necessary.

Highlighting and Listening Task (10-15 minutes) • To highlight the target language (past continuous-question) using listening task so that learners are focused on it.

T explains listening task (tells the students to listen carefully and answer the question sheet, individual work) T hands out question sheet. Gives 30 seconds for read-through. Turns the listening on (play it more than once if necessary). Lets students check answers with table group. T checks students understood the listening (ex: why wasn't their first date very good?).

Clarifying target language (10-15 minutes) • To review meaning, pronunciation and form of the TL.

T points to the model sentence on WB, gives instructions (shows and tells students to quickly answer "meaning" question sheet). Hands them out. Checks the answers. Clarifies meaning of TL by marking on WB (circling, underlining)+ reviewing timeline (simple past, past continuous: which one happens first?). Then, T works on pron. Weak form of "was" and "were" (using repetition and phonetics). Stress on ING verb (again oral repetition). Finally, T reviews form with students. Writes it on the WB.

Language Practice (15-20 minutes) • To provide students with grammar and speaking practice of the TL (sub aim)

If time left, T organizes class into to main groups. Gives instructions for language practice task (tells students to read the story and complete the gap filling exercise, individual work). Hands out the sheets to the two groups and lets students read and answer handout. T writes answers on WB. Students self check. Clarifies if necessary. If still time left, T asks students to work with partner, one asks a question, the other answers, they take turns.

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