Level 3 Assignment A – Lesson Plan
In this part of the assignment, you must plan a face-to-face lesson teaching your young learners the past continuous for interrupted actions. Once you have planned your
face-to-face lesson, you must think about how you could adapt that same lesson plan for online teaching. Write two or three adjustments you would make in the boxes
provided for each stage. For example, if your warmer involves putting students in pairs, your adjustment for the online lesson would be to use breakout rooms. If your
face-to-face lesson involves handing out a worksheet, you might drop a link to the file in the chat box instead.
Class: A2 pre-intermediate 10-12 years old Date: 26/09/2025 Topic: Past Continuous Tense
with Interrupted Actions (specifically ‘when’)
Number of students: 12 Length of lesson: 60 minutes
Lesson type: Grammar (face-to-face with online adjustments included)
Lesson aim: To introduce the students to the past continuous tense with interrupted actions (when) and by the end of the lesson the students will confidently use the
past continuous tense with the interrupted action of 'when', in both speaking and in writing.
Lesson objectives:
● Students will understand the form of a sentence in the past continuous tense, and understand the role of the interrupted action as well as
where to place the action in the sentence.
● Students will be able to identify an error in the sentence structure, and will be able to accurately correct them.
● Students will feel more confident speaking to others about the past continuous tense.
Materials and equipment: Assumed knowledge:
1. White Board and Markers. 1) Students already know the past simple and past continuous tenses
2. Pens. separately, but not how to use them together in one sentence.
3. Printed photos for Warmer and Presentation stage. 2) Students are already familiar with relevant grammatical terminology
4. Printed Worksheets (Fill in the gap - Multiple Choice, worksheet for (subject, verb, etc.).
sentence forming worksheet for combining sentences- Homework).
5. Timer.
,Anticipated problems: Solutions:
1) Students may confuse when to use was/were. 1) Highlight the difference in the presentation and practice in the
2) The students all speak the same L1 and so may be reluctant to speak controlled practice task.
English. 2) Remind students to only speak English in class as needed.
3) Running out of time for the plenary. 3) Watch the time throughout the lesson and make minor adjustments as
required.
, Stage Stage Aim Timing Interaction Teacher Activity Student Activity
Warmer To set the 10m T-Ss ● Whilst the students are arriving and settling ● Students will take their seats and take out
context of the in, I will put a few photos on the board of their notepads and writing tools to prepare
lesson everyday objects. This will refresh the for the lesson.
students’ vocabulary and aid them answer ● Students will raise their hands to answer
the questions that I will ask in this stage to the questions asked by the teacher, if they
encourage sentence forming. are comfortable with speaking out loud.
● Once the students have all sat down, I will
greet them and ensure that all students are
accounted for.
● I will draw their attention to the
whiteboard. On the white board, there are
photos of a soccer ball, a book, a TV, a dog
on a leash, board games and a beach. I will
then ask them three questions, and
encourage them to answer in the present
simple tense e.g. I walk my dog:
○ 1. What do you do on the weekend?
○ 2. What do you do in your free
time?
○ 3. What do you do after school?
● These questions will encourage them to
use vocabulary of everyday activities which
will be used in the later stage of the lessons
in the other activities.
● These questions will also boost their
confidence with speaking in English and will
allow for praise and/or error correction
with pronunciation and grammar.
● Once I feel the students are comfortable
with the language use, I will move on to the
next stage of introducing the past
continuous tense with interrupted actions.
In this part of the assignment, you must plan a face-to-face lesson teaching your young learners the past continuous for interrupted actions. Once you have planned your
face-to-face lesson, you must think about how you could adapt that same lesson plan for online teaching. Write two or three adjustments you would make in the boxes
provided for each stage. For example, if your warmer involves putting students in pairs, your adjustment for the online lesson would be to use breakout rooms. If your
face-to-face lesson involves handing out a worksheet, you might drop a link to the file in the chat box instead.
Class: A2 pre-intermediate 10-12 years old Date: 26/09/2025 Topic: Past Continuous Tense
with Interrupted Actions (specifically ‘when’)
Number of students: 12 Length of lesson: 60 minutes
Lesson type: Grammar (face-to-face with online adjustments included)
Lesson aim: To introduce the students to the past continuous tense with interrupted actions (when) and by the end of the lesson the students will confidently use the
past continuous tense with the interrupted action of 'when', in both speaking and in writing.
Lesson objectives:
● Students will understand the form of a sentence in the past continuous tense, and understand the role of the interrupted action as well as
where to place the action in the sentence.
● Students will be able to identify an error in the sentence structure, and will be able to accurately correct them.
● Students will feel more confident speaking to others about the past continuous tense.
Materials and equipment: Assumed knowledge:
1. White Board and Markers. 1) Students already know the past simple and past continuous tenses
2. Pens. separately, but not how to use them together in one sentence.
3. Printed photos for Warmer and Presentation stage. 2) Students are already familiar with relevant grammatical terminology
4. Printed Worksheets (Fill in the gap - Multiple Choice, worksheet for (subject, verb, etc.).
sentence forming worksheet for combining sentences- Homework).
5. Timer.
,Anticipated problems: Solutions:
1) Students may confuse when to use was/were. 1) Highlight the difference in the presentation and practice in the
2) The students all speak the same L1 and so may be reluctant to speak controlled practice task.
English. 2) Remind students to only speak English in class as needed.
3) Running out of time for the plenary. 3) Watch the time throughout the lesson and make minor adjustments as
required.
, Stage Stage Aim Timing Interaction Teacher Activity Student Activity
Warmer To set the 10m T-Ss ● Whilst the students are arriving and settling ● Students will take their seats and take out
context of the in, I will put a few photos on the board of their notepads and writing tools to prepare
lesson everyday objects. This will refresh the for the lesson.
students’ vocabulary and aid them answer ● Students will raise their hands to answer
the questions that I will ask in this stage to the questions asked by the teacher, if they
encourage sentence forming. are comfortable with speaking out loud.
● Once the students have all sat down, I will
greet them and ensure that all students are
accounted for.
● I will draw their attention to the
whiteboard. On the white board, there are
photos of a soccer ball, a book, a TV, a dog
on a leash, board games and a beach. I will
then ask them three questions, and
encourage them to answer in the present
simple tense e.g. I walk my dog:
○ 1. What do you do on the weekend?
○ 2. What do you do in your free
time?
○ 3. What do you do after school?
● These questions will encourage them to
use vocabulary of everyday activities which
will be used in the later stage of the lessons
in the other activities.
● These questions will also boost their
confidence with speaking in English and will
allow for praise and/or error correction
with pronunciation and grammar.
● Once I feel the students are comfortable
with the language use, I will move on to the
next stage of introducing the past
continuous tense with interrupted actions.
