Initiate a discussion about Memorable Events. Ask SS to share at least one in pairs. Allow two minutes for this. Then conduct an open discussion among SS to decide which one was the most interesting and why.

Show a family picture in Africa and tell SS that 'there is a memorable event in their story'. Hand a complete set of scrap paper (HO1) to each group of SS. Ask SS to 'Put the sentences in the correct order' in pairs. Allow 3 minutes for this. SS then check in groups. Refer SS to the answer key provided at the back of their chairs.

Instruct the SS to read the text (HO2), handed as an answer key, individually. Ask SS to read it carefully and underline the past forms of the verbs. Limit the time to a minute. Allow SS to check in pairs. Then ask SS to circle the past progressive forms in the text. Assign a minute then allow SS to check in pairs.

Split the board into halves. Ask SS to give two sentences from the text: one for the past simple and another for the progressive. Ask some CCQs about the past simple tense: Did the action start in the past? Yes Is the action finished? Yes Is there any connection with the present? No Ask some CCQs about the past continuous tense: Did I start the action before X o'clock? Yes Was I still watching after X o'clock? Yes Write this sentence on the board: I was watching TV when the phone rang. Draw a timeline then ask some CCQs: Did I start watching before the telephone rang? Yes Was the action in progress when the telephone rang? Yes Did I stop watching? Yes Why? To answer the phone Give SS the handout to highlight the form of the two tenses.

Divide SS into pairs. Distribute the handout (HO3) and ask them to write sentences using past simple or past continuous. Demo the first example with them. Play music while they are answering it. Allow 5 minutes. Monitor. SS check in pairs before providing the answer key.

Group SS then ask them to create a chain story of a Memorable Event in groups. Assign 3 minutes for this. Then provide HO2, (question list) Allow each SS to choose a friend and asks them..... Monitor discretely and take notes of target language mistakes.

Write a mix of sentences on the board. The majority of which are wrong with some good usages of the target language. Divide the class into 2 groups and hand each a red marker. Ask SS to work within their groups to spot the correct sentence, and then correct the wrong ones. Demo the first one as an example with them. The group that gets the entire task correctly is the winner. In case of a tie, break it with an incorrect sentence of the previous target language*. *This is to motivate SS to study all.