Lead-in
I will tell the students a story as a lead-in. This story contains the two tenses (past simple and past
continuous), I will tell them the story in an attractive way using my intonation. I will give them some
instructions before I start; to focus on the tenses in the story and I will ask them some questions
after I finish it, so they should focus on the events of the story. The questions are: what did the
woman see when she was driving home? What was the man wearing? What happened on that road
in the past? The students will answer these questions using the tenses that I am going to teach in the
middle of the lesson.
Reason: To set lesson context.
Presentation
I will teach the students the past continuous, the meaning, form, and phonology. I will elicit them
from the students and write them on the whiteboard. I will show them some examples of the tense
and how it describes interrupted actions for example my father was playing tennis when he broke
his leg. I will show them a timeline (past simple and past continuous) to get the difference between
them. In addition to that, I will show them the form in a table (the positive, negative, and question
forms). I will pronounce a sentence and make the students repeat it in order to make them how to
pronounce a full sentence (fluency). After that, they have five questions to answer about the tense
to make sure that they fully understand the tense and its usage. Before they start, I will give them
clear instructions and I will use ICQs which are; How many questions that you are going to answer?
(Five). Are you going to write the answers? (Yes). I will make them work individually then check in
pairs then I will discuss the answers with them as feedback.
Reason: To provide context for the TL.
Practice (controlled)
T draws a timeline on the board. T hands out the first worksheet and asks the Ss to work individually
and everyone should draw his timeline. Ss choose two events from the handout, then they write
them on their timeline.
1. -My father was playing tennis
2. -when he broke his leg
3. -I was watching TV
4. -when my sister came
5. John was playing football
6. -when he lost his money…
Ss write the year or the period when these things happened on their timeline. T sets the Ss in new
pairs and asks them to talk about their past event in their lives. Ss ask and answer about their lives in
pairs. T changes the pairs again and puts the Ss into new pairs. Ss take turns to tell their new partner
three things about the person they talked to in the previous pair. t asks each S to talk about his
previous pair to his new pair.
Reason: To concept check and prepare students.
I will tell the students a story as a lead-in. This story contains the two tenses (past simple and past
continuous), I will tell them the story in an attractive way using my intonation. I will give them some
instructions before I start; to focus on the tenses in the story and I will ask them some questions
after I finish it, so they should focus on the events of the story. The questions are: what did the
woman see when she was driving home? What was the man wearing? What happened on that road
in the past? The students will answer these questions using the tenses that I am going to teach in the
middle of the lesson.
Reason: To set lesson context.
Presentation
I will teach the students the past continuous, the meaning, form, and phonology. I will elicit them
from the students and write them on the whiteboard. I will show them some examples of the tense
and how it describes interrupted actions for example my father was playing tennis when he broke
his leg. I will show them a timeline (past simple and past continuous) to get the difference between
them. In addition to that, I will show them the form in a table (the positive, negative, and question
forms). I will pronounce a sentence and make the students repeat it in order to make them how to
pronounce a full sentence (fluency). After that, they have five questions to answer about the tense
to make sure that they fully understand the tense and its usage. Before they start, I will give them
clear instructions and I will use ICQs which are; How many questions that you are going to answer?
(Five). Are you going to write the answers? (Yes). I will make them work individually then check in
pairs then I will discuss the answers with them as feedback.
Reason: To provide context for the TL.
Practice (controlled)
T draws a timeline on the board. T hands out the first worksheet and asks the Ss to work individually
and everyone should draw his timeline. Ss choose two events from the handout, then they write
them on their timeline.
1. -My father was playing tennis
2. -when he broke his leg
3. -I was watching TV
4. -when my sister came
5. John was playing football
6. -when he lost his money…
Ss write the year or the period when these things happened on their timeline. T sets the Ss in new
pairs and asks them to talk about their past event in their lives. Ss ask and answer about their lives in
pairs. T changes the pairs again and puts the Ss into new pairs. Ss take turns to tell their new partner
three things about the person they talked to in the previous pair. t asks each S to talk about his
previous pair to his new pair.
Reason: To concept check and prepare students.
