Shaaban Nadi Shaaban Nadi

Intermediate level


In this lesson, students are going to use the past continuous and the past simple with while and when to talk about memories. They will discuss what they notice about people when they first meet and how accurate are their first impressions of people. Then, they are going to listen to three people talking about their memories. After that, they are going to learn how to connect the two tenses together using while and when and the difference between them. Finally, they will fill in the gaps using the correct forms and think about the first time they met people who are now important in their life.


Abc PPP, handout, the White board, marker, Students' Book

Main Aims

  • To provide clarification of the past simple and the past continuous using while and when in the context of memory

Subsidiary Aims

  • To provide fluency and accuracy speaking practice in a discussion about the first time they met people in the context of memory


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

I'll let students discuss their impressions of people when they meet them for the first time. What they notice about them. Have they met anyone famous before? Where?

Pre-Teaching (2-3 minutes) • To prepare students for the listening activity and make it accessible.

I will tell students that before we read the text, Getting it right? there are two words they need to know first. I will teach those words: President /ˈprezɪdənt/ gorgeous /ˈɡɔːdʒəs/ I will tell students 1-2 sentences for each word to elicit the meaning. I will then use CCQs, if needed, to make sure they all understand it. I will then drill these words and finally, I will write them on the board. I will end this stage by telling them that they will be listening and matching the pictures with the people1-3

Exposure (3-5 minutes) • To provide a model of the task and highlight useful words and phrases

Students are going to listen to three different people talking about meeting people for the first time. Ss will listen and match the photos with the people 1-3 focusing on the usage of the past simple and continuous.

Clarification (10-13 minutes) • To provide an opportunity to plan students' reports

I am going to ask students about Andy. Do you remember when he met his girlfriend? Students may answer, While he was working. Students are going to repeat the sentence. I'll ask students for some CCQs. Does he meet her in the past or in the present? -In the past. What was he doing when he met her? - He was working. Which action took a long time? -He was working. I'll write the marker sentence on the board: Andy met his girlfriend while he was working. _Ask CCQS to elicit the meaning from the students. _We have two actions in this sentence. What's the first one? To elicit past simple Is the action finished? yes Is it still related to the present or past? Past _What's the second action? To elicit past continues . CCQS: Was the action in progress? Yes Was the action interrupted? Yes Did he start working before he met her? Yes _Which action is longer? To elicit (past continues ) _What did the short action do? Interrupted Use the timeline to clarify the meaning. _How can we form a question from this sentence? Clean the board and drill the pronunciation. I'll show students the stress and intonation. For more explanation, I'll draw a timeline to show students how the two actions happened. I'll explain that we can start with While and how we use when correctly.

Controlled practice (3-5 minutes) • To concept check and prepare students for more meaningful practice

This is Julia's story of how she met her husband. Read it and fill these gaps. _Give them five minutes. _Demonstrate the first one. _Work individually. _Check in pairs. _Feedback.

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

I'll ask students to work in pairs. they are going to tell their partners about the first time they met someone who is now important in their life. Students are going to discuss their life at the time, the weather, and their general impressions of him/her. I'll swap the roles. Then I will ask a few students to talk about their partners. While they are discussing, I will monitor them to check if they made any mistakes.

Feedback (3-4 minutes) • Provide delayed feedback for the students after freer practice

* Content feedback: Elicit students' impressions about the first time they met people who are now important to them. * Language feedback: Correct the most important errors that appeared during the lesson.

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