Step 1: While T pretends to play the guitar she asks ss " What am I doing now?" - SS should hopefully reply " You are playing the guitar ." Then T asks "What was I doing just now?" with the action of pointing towards the back ( trying to elicit the past tense). Then ss should reply, " You were playing the guitar". If none of the ss get the TL, then t tells them. Step 2: T will scatter some pieces of paper on the table and explain to ss " there is an action on each piece of paper- you have to act the action- no talking." T will ask the class an ICQ such a" Will you say the action or act it out?" to confirm understanding. Step 3 - Ask for a volunteer to start the game. They have to choose one of the face down papers and act it out to the WC. After the s should ask the class, " What was I doing just now?"

T tells the students " I am going to show you 3 ways to use the past continuous tense." 1. T draws a timeline on the WB and marks now, past and future. T says " Yesterday I watched a film on TV. It started at 8pm and finished at 10pm." T marks 2 crosses on the timeline in the past and marks them 8pm and 10pm. T then puts a doted line between the two points. Then T asks " What was I doing between 8pm and 10pm. Try to elicit the TL from ss. Again T could ask " What was I doing at 9pm ?" etc . T repeats " The film started at 8pm and it finished at 10pm. " T then asks which tense was used in both sentences and asks why? If ss cannot answer T will explain it is a point in time so the past simple tense was used. Then T says " I was watching tv between 8pm and 10 pm" and ask s what tense is used and why. If the ss cannot answer, T will explain that the past continuous tense was used as this is a period in time. T will show how the past continuous is formed. Subject + past form of to be +infinitive+ing ( -ing form of the verb) 2. T draws another timeline and marks now, past and future T says " The headmaster opened the door" and asks ss "is that a point in time or period of time?" Once you have elicited the answer from ss, T puts a cross on the timeline. T then says "the teacher was sleeping." and asks the same questions and then puts a dotted line on the timeline. Then T says " When the headmaster opened the door the teacher was sleeping." Then T uses gestures to show that the point in time interrupts the period in time. 3. T shows the third example of use of past continuous by showing a picture on the projector. T says " I took this photograph yesterday- please describe what was happening." Once the T elicits the answers from the ss , T explains that the past continuous is also used for describing the past.

T shows the first slide of the Power-point file and elicits TL by asking the ss " What was the baby doing when the phone rang?" If the students cannot answer, T demonstrates. T asks the question in the first 2 or 3 slides and then prompts selected students to ask the questions.

T chests HO and explains that the ss must fill in the gaps with the appropriate past tense. T groups students and T does one example before the ss start the task. T then monitors the students while doing the task and as feedback goes over the answers with the WC by asking students in turn.

T will put the students into pairs. T will chest the HO and explain the task, doing one example before handing out the HO's. T will monitor students. Then once the task is over T will carry out feedback by asking a few ss for their answers.

T asks students to work in the same pairs. T chest HO and explains that the ss have to ask each other questions about specific times in the past. T demonstrates by saying " I was teaching fifteen minutes ago, Gul , what were you doing fifteen minutes ago?" Then T hands out HO's, monitors ss and once the exercise is over, T selects a few ss to tell the class what his/her partner was doing at a specific time.