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Past Continuous in contrast with Simple Past
Pre-intermediate, A2+ level

Description

In this lesson, Ss will practice and review past continuous through a reading text and then compare it with past simple. Ss read for gist and elicit the TL "Past Continuous" through the reading context.

Materials

Abc Cut outs
Abc PPT for teaching vocabulary in the reading text
Abc Paper Ball with some Qs on it
Abc Hand Out for reading text
Abc Cutouts

Main Aims

  • To provide clarification, review and practice of the past continuous in contrast with past simple in the context of reading text about story behind the photo

Subsidiary Aims

  • To provide fluency through speaking practice in past progressive actions
  • To provide gist reading practice using a text about the story behind the photo

Procedure

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

Ss will look at the photo on the WB and talk about photo in pairs in a minute. T throws a paper ball with some Qs about the photo. Whoever answers the question will throw the paper ball. Qs will be "Where are they?, What are they looking at?, How do they feel?, Why are they together?"

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

T teaches some possibly unknown vocabulary (press pass, tense, nervous, victory) before reading. Ss have one minute to check whether their predictions are true or not. Ss have four different cut outs and there will be four groups. Two of them are half of the questions and two of them are the answers. Ss will answer the questions or ask some questions according to the cut outs they have. They will check the answers by changing their groups with the ones who have the answers.

Highlighting (3-5 minutes) • To draw students' attention to the target language

T elicits what the verb is. Ss underline the main verbs in the text. Ss tell sentences which they underline the verbs T writes one example and then chooses 2 past simple, 2 past progressive sentences eliciting from Ss. Elicits the MFP through these questions: "When is the time?" "Is it a completed statement or not?" "Were these actions happening while he was taking the photo or did they finish?" "Are these actions happening in a short or long period of time?"

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

T elicits the meaning of the TL, listens to T and drills as a whole class and in pairs. T elicits the form of the TL CCQs: When are these actions happening? Were these actions after Tom took the photo or while? T draws a timeline and asks Ss where past progressive and where past simple actions are on the timetable.

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

Ss fill the gaps in their cut outs from the English File 3rd ed. Teacher's Book (p.166) in their groups. There are four groups. Ss check the other groups' answer and then Ss check their answers.

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

Ss will listen some sounds and in pairs they will make sentences on a blank page. They will write their initials and number of the exercise and their sentence. They will change their paper and check the answers. ICQs: Are we talking or writing the answers? Are you working alone or in pairs?

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