Hi Belina .. the answer you gave me last time was still incorrect can you please edit it again to be correct? This is the feedback that was given to me from your last edit: Presentation: You still haven’t written the actual form for the new TL. That’s important, because we mustn’t assume students will pick up the form by seeing examples. The form is: Subject + was/were + present participle. “Verb-ing” is called a “present participle” in this tense. A “verb-ing” can also be a gerund, so we need to differentiate.You still have no concept questions to check understanding. We put them at the end of the presentation stage. We don’t use the language we are testing when we ask concept questions. Use easier language they have learned before. For example, to concept check “I was having a shower” – Are you having a shower now? (present continuous) Did you have a shower last night? (past simple) Are you going to have a shower tomorrow? (future). That way you know by their answers if they understand the meaning or not.You still only have one section. You must have two sections:Practice (Controlled): You need something like a gap fill, sentence, completion… You need full examples of the language to be used to show correct TL usage.Production (Free): Keep in mind that they need free use of the language in “natural” conversation. You want the students to produce as much as possible during this stage of the lesson. Simply making sentences using the TL focuses on accuracy over fluency (instead of the other way round) and so is more controlled not freer and isn’t a role play. A role play is “natural” conversation, allowing for question structures, interaction, etc. This mimics how native speakers use the language in the real world. You need full examples of the language to be used here too.In theory you have now had the maximum 3 attempts but I can’t pass this as you haven’t revised it correctly based on the feedback. I will allow one more revision. Please make sure that you clearly follow all of the feedback. ThanksHere is an example of what is required (please don’t use any of this example):LEAD-IN:In pairs, students would ask each what they did last night, responding using the past simple in order to revise the tense. For example they could respond ‘I ate dinner with a friend’. S-S 5 minutesPRESENTATION:The teacher writes three examples of the past continuous on the board, for example ‘I was playing’ and ‘I was eating’. The teacher asks the students to identify the parts of the tense (subject, auxiliary, main verb) in order to see how it is formed and what the meaning is. They should know the past tense form of to be already and the ‘ing’ present participle form from the present continuous.Write the full form on the board: Subject + was/were + present participleThe teacher will then draw a timeline on the board and ask the students to discuss in pairs where they would place it. A volunteer would then place the tense on the board. Clues would be given if necessary, as evidently the tense happens over a span of time. A new ending to the sentence would then be added, for example ‘I was eating dinner, when my friend arrived’. The teacher would then ask how this addition had changed the meaning, and if anyone could update the timeline.If this is done correctly, the teacher will discuss the uses of the structure with the students in order to teach the meaning. A few more sentences will be written on the board as examples in a drilling exercise in order to practise pronunciation. The students will be asked to explain the form, until the class understands that it is past simple + when + past continuous.The following concept check questions will be asked: Are you eating now? (present continuous) Did you eat supper last night? (past simple) Are you going to eat supper this evening? (future). T-S 18 minutesCONTROLLED PRACTICE:The students will be given a worksheet with a list of sentences in this structure with slight mistakes, for example ‘I ate dinner, when my friend arrived’ or ‘I was gardening, when the doorbell was ringing’. The students would primarily work on their own but checking answers with each other would still be encouraged, but strictly in English. At the end each sentence would be read out in the correct form by the students, if they have answered incorrectly the correct answers will be elicited from other students. Individual and S-S 10 minutesFREE PRODUCTION:Paired role-play activity. One student is a detective and the other person is in the police station being interviewed. To practice the structure, the detective will ask questions such as ‘What were you doing when the robbery happened?’ and the interviewee could respond ‘I was reading a newspaper, when I heard a loud noise outside.’ and the role play would continue with the students being asked to use the structure as much as possible to answer questions and give more information on the crime. The students would then swap roles so that both students will get a chance to play each part. Volunteers will act out their role-play for the class. S-S 15 minutesHOMEWORK:As a follow on from the free production activity, the students will write up a ‘case file’. This will also give them an opportunity to practice their writing without taking up too much lesson time. They can invent 3 suspects and write what they were doing when the crime was taking place. For example, ‘When the crown jewels were stolen, Suspect A was sleeping, Suspect B was visiting their mother and Suspect C was cooking their dinner’. They would expand this with more sentences in this structure and attempt to choose who the believe the criminal to be.THIS IS THE LAST RESPONSE YOU GAVE ME: Level; IntermediateAim; Students should understand how to use perfect past continuous interrupted in their everyday interactions with each other and with their loved ones. The students should actively use past continuous interrupted in their conservations.Time; Sixty minutesTarget Language; To use past continuous interrupted to indicate that an action in the past was interrupted by another.Lead In (T-S; 15 minutes):The teacher will begin the lesson by telling students a short exaggerated story about the holidays, such as a zoo visit. Many people at the zoo were doing different activities; the teacher will tell the class to guess some of the activities. The answers should be in past continuous interrupted, for example, when we arrived at the zoo, a ball stuck our car window.Reason; The teacher will use the story to highlight how past continuous interrupted is used to describe the scene vividly.Presentation- meaning, pronunciation, and form (S-S and G/W; 15 minutes):The teacher will begin by introducing the concept of verb-ing to the learners. The teacher will write examples of sentences with verbs and help the students identify them. The sentences include; The teacher ran to school, Sam is running to school, Terry runs every morning to school. The teacher will use the example to explain the variation of verbs. The teacher will briefly highlight past tense and past participle before getting into the main topic.The teacher will write simple questions on the board, such as, what happened on the bus yesterday? What happened on the way to school? What happened during dinner? Etc. The teacher will divide the students into pairs and request them to answer the questions. The teacher will review the answers identify sentences with or without past interrupted action. The teacher will use the students’ answers to introduce the meaning of past continuous interruptions.The teacher will dictate several sentences and have the students identify the similarities and differences between them in groups of four. Which sentence in the past doesn’t have an interrupted action?For example, I was walking home, and then it started to snow; while I was walking home, it started to snow. We were in the living room listening to the radio when the storm started; while we were in the living room listening to the radio, the storm started. Brian was running in the park when he met Lucy; While Brian was running in the park, he met Lucy.The teacher will use these sentences to review the past continuous sentence structure with the students. The teacher will emphasize that past continuous focuses on specific moments in the past.Reason: This will help the teacher gauge if the students have understood the concept well. The students should identify, know the meaning and differentiate past continuous interrupted with sequence actions in a sentence.Practice; (P/W;15 Minutes);The teacher will divide the students into pairs and ask them to write a brief description of their most important day of the year. The description should include specific moments and events that made the day important. After writing, the students will exchange their paragraphs with their partners and read them aloud before the class. The teacher will check if the paragraphs have used past continuous interrupted, review, and correct.Homework; (P/W 15 Minutes):The students will engage in speaking activities and gap-filling exercises in small groups of 3-4.I (watch) ____________ the television when mum came home.Martin (play) _____________ when they the rain started.When the teacher entered the class, the students (study) _________________.My parents (eat) _________________ when they received the news.
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