Having already started the lesson and having been exposed to the target language, we won't have a warm-up activity.

Grammar part 1 - Write the modal sentence on the board, do not put the dot and arrow yet. - Assuming students may not remember when to use the tenses, to remind - Use CCQs; 1) Did he start to be famous before Kathy became his girlfriend? (Yes) 2) After Kathy became his girlfriend, did his fame continue? (Yes) 3) Which action was in progress, starting to become famous or Kathy becoming his girlfriend? (Starting to become famous) 4) Which action interrupted the action of becoming famous? (Kathy became his girlfriend) 5) Which action continued for some time, becoming famous or being girlfriend? (becoming famous) - Demonstrating on the modal sentences by putting a dot for completed action and an arrow above the action in progress in past. - Tell Ss there are two actions in each sentence. - Ask Ss to work with a partner and do the same (a dot and an arrow) for the sentences on the grammar part 1. - They have got 1 minute. - Tell Ss to compare their answers with other pairs.

- Elicit the answers from the pairs and check how well they did.

- Give Ss a copy of page 134 (Grammar focus-past simple and past continuous) - Ask students to read the explanations on the tenses. - As they are reading, Write this sentence on the board: He was watching TV when the phone rang. - Draw a timeline on the board showing past now and future. - On the past part of the timeline put a dot and an arrow. - When students finish reading, ask them if they have any questions. - Pointing the timeline on the board, Ask SS to decide with their partner which action should be the dot and which action should be the arrow? Give 30 seconds (dot= the phone rang, arrow= was watching) - To clarify the form, do a group activity. - Depending on the number of the Ss, either divide them into 2 groups or if there aren't enough people, they can work all together. - Tell them to look at the sentence on the board. - Ss will write the form for both tenses with their group. - Check if they have the correct form for both tenses. Use Language analysis. Correct if there are any mistakes.

- Ss in pairs will do the exercise part 1 and 2 on the grammar part page 135. - Give them 3 mins for exercise 1 and show the answer key. - Give them 5 minutes for exercise 2, get them peer check. - Go back to Grammar 2 on Students book. - On part 2, tell Ss that they will read a summary of a book by Andrew (they know him from the precious lesson) - SS in pairs, Ask Ss to complete the gaps using either past simple or past continuous using the verbs in brackets. - They will have one minute for that. - Ss should peer check the answers with other pairs. - Give them the answer key. - Give them some time to check their answers.

Part 3- Speaking - Ss in groups of 3 or 2 depending on the number. - Tell them to imagine they are writing a story, - They have to make it as dramatic as they can, - They should be creative and add details using adjectives and adverbs, - They will use the prompts in the book, - They will complete all the prompts and add two more sentences to it. - They have got 5 minutes.

Do this if there is still time- Ss will do free practice in the third lesson on writing part anyways. - Teacher modals what the students are going to do. - Draw a timeline on the board with a dot and an arrow. - Demonstrate and speak at the same time the sentence (While I was having lunch, mime having lunch, my father came home, knock knock on the desk or walk like a father) - Ss in pairs, - Ss will use the timeline and think of two actions to demonstrate and speak - They will demonstrate the sentences. ICQs: - How many sentences are you going to think of? (2) - Are you going to use only past simple? (No) - Are you going to use both past continuous and past simple? (Yes) - Are you going to just read out the sentences? (No) - Are you going to act the sentences? (Yes) Give Ss 5 mins. - Encourage other Ss to applause after every performance. - While they perform, monitor and note down any mistakes. - Praise every pair after they demonstrate with an applause and also with some praising words like Great job! What a wonderful actor you are! You could win an Oscar with this performance! - If they have made any mistakes correct them on the board together with the students.