Gabriela Britos Gabriela Britos

TP3
Pre-intermediate level

Description

By the end of the lesson, students will have practised using the past continuous and simple past in the context of telling about minor accidents and lucky escapes.

Materials

Abc free practice
Abc controlled practice
Abc Matching task

Main Aims

  • To enable students to better understand the use of the past continuous and the past simple for interrupted actions in the context of telling anecdotes about minor accidents or lucky escapes.

Subsidiary Aims

  • To enable students to speak more fluently and confidently in the context of telling an anecdote

Procedure

Warmer/Lead-in (2-4 minutes) • To set lesson context and engage students, to preview lexis that will be in the next stage.

Show students the pictures on page 93 (NCE) and in pairs, they try to match the words given with the situations.

Exposure (4-5 minutes) • To provide context for the target language through a text or situation

T: These people had accidents. They said this to the police. Match the pictures with what they said to the police. Give students the link to jamboard where they have to match. Students in pairs: discuss which picture each claim refers to. T elicit answers.

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

T displays picture b. from previous activity. What was he doing when he crashed? St. talking on the phone T. Yes, he was talking on the phone when.....(ask...What happened?) He crashed show the whole sentence on the screen: He was talking on the phone when he crashed

Clarification (4-6 minutes) • To clarify the meaning, form and pronunciation of the target language

MEANING T displays picture . from previous activity. He was talking on the phone when he crashed. How many actions are there? 2 T elicits which actions and underlines. T. Which action started before? talk on the phone or crash? T Which action is longer? was talking Which action is a single action that happened at a particular point in time? .drove Show a time line, students match the verbs 1. was talking, 2. crashed with the corresponding lines the longer curved line (a) and the point in the timeline (b) He was talking on the phone when he crashed against another car. FORM I was talking on the phone when I crashed into a car} ask students to correspond the following to the missing information about the form .Subject + auxiliary verb (was/were) +ing form of main verb Subject+ past simple of second verb _________+_________+___________ when ________+____________ How do we form the negative I wasn't/they weren't Add not to the auxiliary How do we form questions? Was he talking? were they having fun? Change order between auxiliary and subject PRONUNCIATION He was talking on the phone when he crashed ▪ ▪ ▪ hiː wɒz ˈtɔːkɪŋ ɒn ðə fəʊn wɛn hiː kræʃt T drills and asks where is stress: goes in the words that carry meaning: talking/phone/crashed Do WC drilling and individual drilling

Controlled Practice (4-6 minutes) • To concept check and prepare students for more meaningful practice

T gives students a google forms document. T: This man has had many lucky escapes in his life. He's had many accidents but he was very lucky, because nothing happened to him. Here are the situations. Please read sentences and choose the right option. Demonstrate. Put students into pairs for them to check answers. Elicit answers.

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

T do you recognize this situation? (Shows picture of titanic) When the titanic sank, people................... dance What were they doing? people were dancing Now you'll see more historical moments. Complete the sentences using the past continuous

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

T "Last class we remembered a special occasion, and in previous classes you talked about travelling and holidays. imagine you took a photo of that special moment, during a trip/celebration. Think about the people, and what they were doing. In pairs, You could start: When I took the photo, my mum was..../ my friends were...... T. models the answer with a personal example. b. Think of something funny/lucky/unlucky that happened to you and tell your partner about it. Example: We were having a birthday party. We were dancing and singing. We were having fun when the energy went out.

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