Speaking:
Interrupted Actions
Grouping:
Time:
Pairs → Small groups
15 minutes
Aim
Students will practice using past continuous and past simple by describing interrupted actions.
Materials
• A set of picture cards depicting actions in progress (e.g., someone cooking, playing football, walking).
• A set of event cards with past simple actions (e.g., the phone rang, it started to rain).
Preparation
• Write an example on the board:
• I was cooking dinner when the phone rang.
Activity Breakdown
1. In pairs, one student picks a picture card (past continuous) and the other picks an event card (past simple).
2. They create a sentence combining the two.
3. They take turns, then switch partners.
4. The teacher asks for class feedback.
Instructions
1. Pick a picture card and an event card.
2. Look at your cards and think of a sentence.
3. Say your sentence to your partner.
4. Listen to their sentence.
5. Switch cards and repeat.
Concept Checking Questions
• “Which action was longer?” (Past continuous).
• “Which action happened in the middle?” (Past simple).
Examples
• I was watching TV when the lights went out.
• He was walking home when he saw a dog.
Extensions/Varations
• Harder: Students create their own stories.
• Easier: Use sentence frames.
Error Correction
• Teacher monitors and corrects common mistakes after the activity.
Writing:
My Unexpected Day
Grouping:
Time:
Individuals → Pairs
20 minutes
Aim
Students will write a short story using past continuous and past simple.
Materials
• A worksheet with sentence starters (e.g., Yesterday, I was… when…).
• Example paragraphs.
Preparation
• Provide a model paragraph using past continuous and past simple.
Activity Breakdown
1. Students complete sentence starters using their own ideas.
2. They write a short paragraph about an unexpected event.
3. They swap with a partner for peer feedback.
Instructions
1. Complete the sentence starters.
2. Write five sentences about your experience.
3. Check your sentences.
4. Exchange papers with a partner.
5. Give feedback.
Concept Checking Questions
• “Does past continuous describe long actions?” (Yes).
• “Do we use past simple for quick events?” (Yes).
Examples
• I was walking to school when I saw a cat in a tree.
• She was cooking when the fire alarm rang.
Extensions/Varations
• Harder: Students write a longer paragraph with more details.
• Easier: Use sentence frames.
Error Correction
• Teacher corrects common errors in a mini-lesson.
Listening:
What Happened Next?
Grouping:
Time:
Individuals → Pairs
15 minutes
Aim
Students will listen to a short story and identify past continuous and past simple verbs.
Materials
• An audio recording of a short narrative (e.g., It was raining, and people were walking home. Suddenly, a car stopped…).
• A worksheet with a gap-fill exercise.
Preparation
• Write key sentences from the story on the board (e.g., While she was studying, the power went out.).
Activity Breakdown
1. Students listen to the story.
2. They complete the worksheet by filling in missing verbs.
3. They compare answers with a partner.
4. Teacher reviews the answers.
Instructions
1. Listen to the story.
2. Read the sentences on your worksheet.
3. Fill in the blanks with past simple or past continuous.
4. Compare answers with your partner.
5. Check answers with the class.
Concept Checking Questions
• “Which action was happening in the background?” (Past continuous).
• “Which action happened suddenly?” (Past simple).
Examples
• It was raining when he arrived home.
• I was reading when I heard a noise.
Extensions/Varations
• Harder: Students summarize the story in their own words.
• Easier: Provide multiple-choice options.
Error Correction
• Teacher provides whole-class feedback on common mistakes.
Reading:
A Strange Evening
Grouping:
Time:
Pairs
15 minutes
Aim
Students will read a short story and identify the use of past continuous and past simple.
Materials
• A short story (e.g., Last night, I was walking home when I saw something strange…).
• A worksheet with comprehension questions.
Preparation
• Highlight examples of past continuous and past simple in the text.
Activity Breakdown
1. Students read the short text.
2. They underline sentences with past continuous and circle past simple verbs.
3. They answer comprehension questions.
4. They discuss in pairs.
Instructions
1. Read the story.
2. Underline past continuous verbs.
3. Circle past simple verbs.
4. Answer the comprehension questions.
5. Compare answers with a partner.
Concept Checking Questions
• “Which verbs describe actions in progress?” (Past continuous).
• “Which verbs describe finished actions?” (Past simple).
Examples
• She was sleeping when the alarm rang.
• They were having dinner when the lights went off.
Extensions/Varations
• Harder: Students rewrite the story in the present tense.
• Easier: Provide word banks.
Error Correction
• Students peer-correct before teacher feedback.