Build context e.g. Ask students to talk about the most frightening experience of their life. Model sentence e.g. Teacher says I was crossing the road when I was hit by a car!' Highlight meaning e.g. Teacher shows a past entry in their diary of the date when it happened (fictional hopefully!). Highlight spoken form e.g. teacher says the sentence naturally with linking sounds and intonation. Check understanding. E.g. What was I doing just before being hit? (Answer, crossing the road) This highlights what was in progress just before the interruption. Highlight written form e.g. Teacher writes on board 'I was crossing the road when I was hit by a car!' Summarise rule e.g. Teacher clarifies that this sentence starts with past continuous ( I was crossing ) interrupted by past simple (when I was hit) Restricted practice e.g. Teacher hands out two cut up parts of sentences with past continuous and past simple actions to match up. (Teacher monitors students while they do this task to see which students need further help). Report back e.g. Teacher asks students with correct answers to feedback to the rest of the class. Freer practice e.g. In groups, students are given some pictures e.g. a train, a wet floor, a horse, an aeroplane and a puddle and are instructed to create a dramatic story to use the target language. (Teacher monitors and takes notes for further work). Students perform/tell their story to the whole class. Consolidation and error correction e.g. Teacher highlights some common errors with this tense on the board to help clarify the meaning and use of these two tenses (never singling out individual students of course).
- Build Context: > Create or discuss some thing that sets up the rest of the lesson. In this case, you ask the students to discuss the most frightening thing that's ever happened. This gets the students engaged and thinking about the topic, which sets up the initial scaffolding of the lesson. - Model sentences: > Create and model (display/show) correct sentences, free of errors. This lets the students know the type of constructions they can or should use as well as well-formed, grammatical sentences that are pertinent to the discussion of the lesson. Here, you'd want to be able to use the past forms properly and use the correct time words, and get them to follow those patterns as well. - Highlight meaning: > This means different things to different people, but here it's building more scaffolding and providing more in-depth context of wheres and whens. This can help students realize that they may want to use time words or talk about when something happened, seeing as we're talking about **__past__** life experiences. - Highlight spoken form: > Here, you'll want to demonstrate how to properly pronounce words and sentences. You might want to focus on specific aspects of speech like elision, stress, or intonation. For example, we might put extra stress on "***really***" when saying "I was REALLY scared!" or you might make note of how we shorten "frightening" to /fatni/ instead of /fatni/. Be aware of words that may shorten, or stress placement. - Check understanding: > Make sure your students actually understand the task and the context. The example in the excerpt is a great example. - Highlight written form: > Simply write out the correct written form. Make note of things that may be important like using the past-simple for an interruption and the past-continuous or past-perfect for the action that was being performed at that moment. Give clear examples of why we use [x] form in [y] circumstance, or [x] time word over another. - Summarize rule: > This can be included in the above section, but essentially you're helping students learn why you should do [x] and what makes other grammatical constructions ungrammatical. You could make this more engaging and communicative though by asking questions like, "When something in progress is happening, can we use the continuous form?" - Restricted (or guided) practice: > Here, you give the students some material to work on to facilitate their understanding with your help. You've ideally already explained and demonstrated how to use what, so now its their turn to do it using material you've provided. - Report back: > Self-explanatory. - Freer practice: > Now it's the students' turn to jump right in and try to make sentences or constructions themselves. You have some example nouns, so you could create some extra scaffolding by saying something like, "Take a look at these pictures and try to imagine a scenario where something frightening happened to someone. Think about what happened before, during, and after.