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• Ss close their books. Present the past continuous.

Say: I was working yesterday afternoon. Write it on

the board. Underline I was working and explain

that this verb is in the past continuous. Explain that

we use the past simple of the verb to be and the

main verb + -ing to form the affirmative. Explain

that we use this tense to talk about actions which

were in progress at a specific time in the past.

• Say, then write on the board: I wasn’t working on

Saturday morning. Explain that this is the negative

form of the past continuous. Give examples for all

persons and elicit that we form the negative of the

past continuous with subject pronoun/noun +

wasn’t/weren’t + main verb + -ing.

• Say, then write on the board: Was I working

yesterday? Explain that this is the interrogative form

of the past continuous. Elicit how it is formed. Tell

Ss that we answer in short form with Yes, I was./

No, I wasn’t.

• Ss open their books. Ask them to read the table and

copy and complete it.

 

 

             

 

	Main Activities     UE10     W5     S2	To practise the past continuous • Explain the task and allow Ss some time to complete it. • Check Ss’ answers around the class.   To practise the past continuous • Explain the task and read out the example. • Allow Ss two minutes to complete the task. Ask various Ss to read out their answers to the class.   To practise the past continuous Interrogative • Explain the task and read out the example. • Allow Ss some time to complete the task in pairs and then check Ss’ answers.
	Ending the lesson	Game Ask Ss to look at the picture for 30”. Ss close their books and in teams try to remember what was happening in the picture. Each correct sentence gets 1 point. The team with the most points is the winner. Team A S1: Mr Smith was talking on the phone. Teacher: Wrong! Team B S1: Max was sleeping. Teacher: Correct! etc.
	Additional information
Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners?			Assessment – how are you planning to check learners’ learning?			Cross-curricular links Health and safety check ICT links Values links
monitor less able groups during controlled tasks and provide further modelling and drilling support			monitor learners’ production and pronunciation of target language in whole class plenary checking of tasks			cross-curricular links: languages [contrasts with L1]
	encourage more able learners to give more expansive answers in timetable production task

 

Reflection   Were the lesson objectives/learning objectives realistic?   Did I stick to timings?   What changes did I make from my plan and why?

Answer the most relevant questions from the box on the left about your lesson.

 

MODULE 7

Lesson plan

LESSON: Module 7 Lesson 3

School:

Date:

Teacher name:

CLASS:

Number present:

absent:

Learning objectives(s) that this lesson is contributing to

C10 UE10 W3 S8

 

Lesson objectives

All learners will be able to:

Use some target structures accurately to communicate intended meanings and pronounce

target language intelligibly some of the time.

use some target structures accurately to communicate intended meanings and pronounce

target language intelligibly some of the time.

Most learners will be able to:

use most target structures accurately to communicate intended meanings and pronounce

target language intelligibly most of the time.

 

Some learners will be able to:

use target language accurately and flexibly with clear pronunciation to communicate a range of intended meanings

Previous learning

simple uses of past continuous form and time phrases used with typical meanings

Plan

Planned timings

Planned activities

Excel
Resources

Teacher Notes Beginning the lesson     C10

To compare the past continuous and the

Past simple.

• Allow Ss two minutes to read through the theory

box and then elicit the L1 equivalents for the

examples from various Ss around the class.

(Ss’ own answers)

• Refer Ss back to the text on p. 76 and give them

time to list all the past forms.

• Check Ss’ answers and elicit how each form is used.

 

             

 

UE10     UE10   S8   UE10 W3

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