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: 08.11.2025 Topic: Past Continuous for Interrupted Actions using “when”
Number of students: 12 Length of lesson: 60 minutes
Lesson type: Grammar (face-to-face with online adjustments included)
Lesson aim:
To help students use the past continuous and past simple tenses with “when” to talk about actions that were in progress when another action happened.
Lesson objectives:
● Students will understand how the past continuous and past simple work together to show interrupted actions in the past.
● Students will form sentences using the correct structure of the past continuous and past simple with when in a unscramble activity.
● Students will use the new language to describe actions that were happening when another action interrupted them during a role play activity.
, Materials and equipment: Assumed knowledge:
1) Students already know the past simple and past continuous tenses
Whiteboard and markers
separately, but not how to use them together in one sentence.
Pens and pencils.
2) Students are already familiar with relevant grammatical terminology
Printed worksheets for controlled practice.
(subject, verb, etc.).
Printed role play cards for freer practice.
Pictures for plenary.
Timer or clock to manage time
Google form or PDF worksheets (online adj)
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.
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: 08.11.2025 Topic: Past Continuous for Interrupted Actions using “when”
Number of students: 12 Length of lesson: 60 minutes
Lesson type: Grammar (face-to-face with online adjustments included)
Lesson aim:
To help students use the past continuous and past simple tenses with “when” to talk about actions that were in progress when another action happened.
Lesson objectives:
● Students will understand how the past continuous and past simple work together to show interrupted actions in the past.
● Students will form sentences using the correct structure of the past continuous and past simple with when in a unscramble activity.
● Students will use the new language to describe actions that were happening when another action interrupted them during a role play activity.
, Materials and equipment: Assumed knowledge:
1) Students already know the past simple and past continuous tenses
Whiteboard and markers
separately, but not how to use them together in one sentence.
Pens and pencils.
2) Students are already familiar with relevant grammatical terminology
Printed worksheets for controlled practice.
(subject, verb, etc.).
Printed role play cards for freer practice.
Pictures for plenary.
Timer or clock to manage time
Google form or PDF worksheets (online adj)
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.
