Task 1
A- Students may have trouble differentiating between the past continuous interrupted &
simple past as the two can seem similar and are not found in other languages. They may
have difficulty grasping that it describes a specific moment in time, rather than a completed
event; additionally, deciding which action interrupted the event in progress.
B- verbal and non-verbal correction
Verbal: repeat back what the student has said, with emphasis on the incorrect word/phrase
and rising intonation so the student knows which part needs correcting. Non-verbal: use a
grammar flag, in which a little red flag is held up at the incorrect part.
finger correction
Spell out the sentence on fingers; stop at the incorrect word & ask the student to correct it
self-correction
Use facial expressions and gestures to indicate the incorrect part of the student’s speech,
encouraging them to identify and correct it by themselves. Or, ask the student a question
such as ‘has the action been completed or was it interrupted?’ to encourage self reflection.
peer correction
Have students work in pairs and go through eachother’s answers.
teacher correction
Write any errors made by students on the board, ask them to identify why/how they’re
wrong.
Task 2
Lead in: On the board, put up pictures in a sequence of a scene at a park. E.g., a picture of a man
walking his dog in the park, followed by a picture of it raining in the park, and then the man meeting
a friend in the park, and so on. Elicit answers from the students as to what the scenes depict; at this
stage, they should just be reviewing and using past simple i.e. he met his friend. 6 minutes S-T
Presentation: On the board write a couple of the sentences mentioned by the students, alongside
the new TL. E.g.: it rained → it was raining. Ask the students what happened in the pictures after it
started raining, to develop the sentence to show the action was interrupted: it was raining, when…
Elicit the difference between the sentences, by getting them to discuss in pairs and then review
answers. Then, write the sentence structure & form on the board: subject + verb ‘to be’ in past +
main verb + ing, adding that ‘were’ is used for plural pronouns and ‘was’ for singular pronouns. Drill
a few times for pronunciation & intonation. Additionally, note on the board the time expressions
often used with this tense: while, as, when. 12 minutes T-S & P/W
Concept checking questions- say some sentences relating to the pictures from the lead in such as
‘The man was walking his dog when it started to rain’ with the follow up question ‘Was he walking
A- Students may have trouble differentiating between the past continuous interrupted &
simple past as the two can seem similar and are not found in other languages. They may
have difficulty grasping that it describes a specific moment in time, rather than a completed
event; additionally, deciding which action interrupted the event in progress.
B- verbal and non-verbal correction
Verbal: repeat back what the student has said, with emphasis on the incorrect word/phrase
and rising intonation so the student knows which part needs correcting. Non-verbal: use a
grammar flag, in which a little red flag is held up at the incorrect part.
finger correction
Spell out the sentence on fingers; stop at the incorrect word & ask the student to correct it
self-correction
Use facial expressions and gestures to indicate the incorrect part of the student’s speech,
encouraging them to identify and correct it by themselves. Or, ask the student a question
such as ‘has the action been completed or was it interrupted?’ to encourage self reflection.
peer correction
Have students work in pairs and go through eachother’s answers.
teacher correction
Write any errors made by students on the board, ask them to identify why/how they’re
wrong.
Task 2
Lead in: On the board, put up pictures in a sequence of a scene at a park. E.g., a picture of a man
walking his dog in the park, followed by a picture of it raining in the park, and then the man meeting
a friend in the park, and so on. Elicit answers from the students as to what the scenes depict; at this
stage, they should just be reviewing and using past simple i.e. he met his friend. 6 minutes S-T
Presentation: On the board write a couple of the sentences mentioned by the students, alongside
the new TL. E.g.: it rained → it was raining. Ask the students what happened in the pictures after it
started raining, to develop the sentence to show the action was interrupted: it was raining, when…
Elicit the difference between the sentences, by getting them to discuss in pairs and then review
answers. Then, write the sentence structure & form on the board: subject + verb ‘to be’ in past +
main verb + ing, adding that ‘were’ is used for plural pronouns and ‘was’ for singular pronouns. Drill
a few times for pronunciation & intonation. Additionally, note on the board the time expressions
often used with this tense: while, as, when. 12 minutes T-S & P/W
Concept checking questions- say some sentences relating to the pictures from the lead in such as
‘The man was walking his dog when it started to rain’ with the follow up question ‘Was he walking
