this is a communicative activity that sets the theme for the lesson. Here, a painting by the artist Picasso is used to create some visual context as the painter is the focus of a text to be introduced later.

At this lesson present target language in a text. There are many examples of the target language, the past simple tense in this text.The questions the Ss answer are later used to form model sentences in the target language.

using answers from the reading exercise, i draws the Ss attention to the form ( how to make it)and function(its meaning) of the target language. Wherever possible I ask questions in order to facilitate students noticing how the language works, rather than lecturing.

I cover form and function form:highlighting ending, indentiying word order and agreeing terms for the role these words play in the sentence. function:use of timelines and questions relating to appropriate usage and meaning of the structure in real life.

The next activity provides Ss opportunities to form the target language correctly. Choice here is very limited:it is more about applying the rules than using the language in a meaningful, personalsed way. Applying the rules in this controlled way, however, maybe the first step to more personalised, accurate usage at a later stage.

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The next practice activity offers Ss a greater choice and the opportunity to personalise the language. Ideally, the previous activity has made this sort of personalised usage more likely to emerge in an accurate form. Production Using the Picasso theme once more, I asks the Ss to inter into an imaginative role. In the context I set up the target language(past simple) is highly likely to be used. there is a sense of fun and freedom here that may may contribute to facilitating effective practice of the target language as well as other language.