Class: A2 pre-intermediate 10-12 years old Date: xxx Topic: Baking

Number of students: 12 Length of lesson: 60 minutes

Lesson type: Grammar (face-to-face)

Lesson aim: To increase active usage of the past continuous

Lesson objectives:

● students will be familiar with the uses of past continuous tense

● students will be familiar with form of past continuous tense
● students will be asked questions and will have to answer in past continuous tense orally

Materials and equipment:

 White board, board pens, paper, pencils and pens.
 Projector
 Controlled practice worksheets (gap fill activity)
 Pictures
 Apron and toque
 Beater and bowl
 Computer
 Internet
 Speakers

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 draw 4 mins O/C As students enter the class, the teacher Students write down on paper what they think
students’ ( wearing an apron and a toque ) greets them the people were doing and when they were
attention to and writes on top of the board “Baking”. doing it, in past continuous tense. Story must
the topic and The teacher then pins up pictures of 4 people be in past continuous tense.
to prepare all doing different baking tasks.
students for Students enter and are asked to go around the
learning. pictures and to write a story about what they
think the people were doing.

After all the students wrote a story the teacher Students work in groups to decide which and
6 mins Ss – Ss then divides the students into groups of three who’s story is the best.
and ask each other to read what they wrote.
They then have to decide which of the three of
them has the best story about the tasks of the
pictures on the board.
Students come to the front of the board to write
One student of each group will then be given a a sentence that the group has chosen under
board pen and will be indicated that they each of the pictures.
should write what the group decided on what
the person did do, when they did it and what
happened under each picture.
If the student's sentence is wrong, let the class
correct it together.

T-C Two instruction checking questions:

If they don’t understand what the people in the

pictures are doing I will ask “what?”

What were they doing? What happened

when they did it?
(10 mins
total) If they don't put in a time I will ask 'when?' and
encourage them to put in a time.

At what time during the day did they do

this? Students read sentences on the board and
analyse if they are correct.
After students from every group went, the
 Stage Stage Aim Timing Interaction Teacher Activity Student Activity
Presentation To ensure that 4 mins T –C Elicit target language. Students watch slideshow.
the students Thank them and say well done everyone.
understand Teacher plays a slideshow to remind everyone
the context what past continuous means. The slideshow
and to raise contains the definition of past continuous and
awareness of the forms in which it can be used as well as
how target past continuous sentence examples.
language is
used in https://slideplayer.com/slide/4466460/
context.
While the students are watching the
slideshow, get the baking items (beater, bowl)
ready to act out a scenario. Stick a cut out
paper clock on the board indicating a specific
time. Tell the students that you’re going to act
out a scenario.

Ask one of the students to help you. Then take

Tommy to one side and explain to him that
you’re going to pretend that you’re baking and
that he should knock on the door and you
4 mins
would open it for him.

The teacher and Tommy act out the scenario

O/C and ask the class what exactly happened.
Students will then answer and you will write Students tell the teacher what to write.
what they have said on the board. Students produce, “I was baking at 4 in the
4 mins afternoon when Tommy knocked on the
E.g. : “I was baking at 4 in the afternoon door.”
when Tommy knocked on the door.”

Check form.
Looking at the example we now have on Students analyse form.
board, elicit the form.
Ask students to look for the verb in the Student responds : “Cooking.”
4 mins sentence. Students responds : “It’s past continuous.”
(26 mins) What is the main verb?
Why does the verb end with –ing?
Check concept.

Ask concept questions to check if the students

understand the function and how the target
language is used. Student responds : “Past.”

“Are we talking about the past, present or

Student responds : “Yes.”
future? PAST.
Student responds : “Was baking.”
“Is it about the past?” YES

Then ask the class what were you doing when

Tommy knocked on the door. Then write and
underline the following on the board.
“Target Language: was baking”

Ask the class what was happening when you Student responds : “Door was knocked on.”
were baking and they will answer.
Write the following on the board.
“Interrupting action: door was knocked
on”
 Stage Stage Aim Timing Interaction Teacher Activity Student Activity
Controlled To practice 4 mins T-C The students are given a worksheet which
practice using the contains two gap fill activities.
present
continuous S Students work on their own to complete the Complete the worksheet
accurately. 4 mins two gap fill activities on worksheet one.

The gap fill activity will contain sentences such

as : "Danny was rolling the cookie dough at 12
4 mins in the morning when his father called him."

Two instruction checking questions:

Student responds :“Complete a gap fill
“What do you have to do?” activity.”
(38 mins
total) “Do you only use one word or more than Student responds : “One word.”
two?”
Ss - Ss
As students finish, get them to check their Students work in groups of three to check their
answers together. answers.
O/C
After students checked their work, the whole Students give their answers for the questions
class will check through and give answers on the worksheet.
together. Remember to correct pronunciation
and word usage as students give answers.

Stage Stage Aim Timing Interaction Teacher Activity Student Activity

Freer practice To allow the 12 mins T–C Tell students they are going to do a role play Listen to instructions and answer instruction
students to activity. checking questions.
practice the
target All four groups of three students will come to Students stand up and perform a role play
language in a O/C the front of the class and will be instructed to activity.
freer way and perform a script of their own about what they
develop baked with their parents the night before. The
fluency. script must be in past continuous tense.

Two instruction checking questions:

5 mins What must you do?

Students must answer that they are going to Student responds :“Perform role play.”
perform a role play.

What experience is the role play about? Students response :“What we baked with our
Students must answer that the role play is parents the night before.”
(55mins) about what they baked with their parents the
night before.

While the students work, the teacher will

monitor and record errors.

The teacher receives feedback from the Students give feedback on the group that
students about the role play that the students performed.
performed to hear if they think the students
spoke in past continuous.

Feedback from the students will be given after

every group went.
 Stage Stage Aim Timing Interaction Teacher Activity Student Activity
Plenary Check 5 mins O/C “Okay students imagine we have a new Students to explain the past continuous tense
understanding student in the class for the next lesson. I to the teacher.
of the lesson need you to explain to her/him the past
continuous tense.”
(60 mins
total) Three eliciting questions: Students response: “By using the past tense of
the verb "to be" (was/were), and the base of
How do we form the past continuous? the main verb +ing.”

Can I use the past continuous to talk about Students response: “No”
the future?

What do we use the past continuous for ?” Students response: “When we speak about the
past.”
The teacher must ensure that all students are
involved in the explanation.

End lesson and greet the students.

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