Basra Basra

Grammar: Past Progressive
Pre-intermediate level


In this lesson students will learn the past progressive form of grammar. They will be filling gaps and speak about the stories in the pictures given, including extra grammar practices will be done.


Abc Handout 1
Abc Handout 2
Abc Gap-fill out
Abc Paragraph
Abc Listening

Main Aims

  • To provide clarification, review and practice of Past simple and past progressive in the context of verb to be

Subsidiary Aims

  • To provide accuracy speaking practice in a Pair work and group work in the context of A man losing money


Warmer/Lead-in (2-3 minutes) • To set lesson context and engage students

T-Ss: Giving the handout of Melissa Pault's paragraph. Solo: read the beginning for 2 minutes

Exposure (9-12 minutes) • To provide context for the target language through a text or situation

T-Ss: Briefly explains past simple and past progressive was/were +ing form. T-Ss: Worksheet with gap-filling. Solo: Worksheet will be done Ss-T: nominated Ss will write answers on board.

Highlighting (1-2 minutes) • To draw students' attention to the target language

Solo: exercise 3b PW: check the answer

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

Solo: exercise 5a completing the paragraph with the best form. Solo: Listen to check

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

T-Ss: T gives a modal sentences for exercise 6a; She lost her phone at the market, she went back to take it. The weather was very rainy. An old man was very kind to help her. PW: exercise 6a look at the rest of the pictures on page 123, planing their story and taking notes. PW: exercise 6b practice their stories.

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

GW: exercise 7, listen to other's stories and finding differences.

Monitoring (3-5 minutes) • Monitoring and eliciting mistakes.

T-Ss: monitors during speaking activity and elicits the mistakes. T-Ss: writes on board mistakes and corrects.

Monitoring (3-6 minutes) • Monitoring and feedback

T-Ss: monitors during speaking activity and elicits the mistakes. T-Ss: writes on board gives a brief feedback

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