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CYCLE 2

ENGLISH LANGUAGE

5 General

Cycle 2 English Language

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TEACHER OVERVIEW

Lesson 3-4

Skill: Language

Topic: Past Simple vs. Past Continuous

Lesson Goal

Students identify and use past simple and past continuous to describe events in a story.

Student Learning Outcomes

ENG.01.WR.P.1.1 Produce short, simple written or multimodal texts.�
ENG.01.RV.S.2.1 Recognise key features of a range of text types, including, format, appearance, structure and organisation, when reading.

Key Vocabulary

trail, wadi, whistle, flash flood, canyon, stranded, signal, rescue helicopter

This lesson is adapted from 5 General. Activities 1, 2, 4 - 5 been directly adapted from the book (pages 8 – 15). Activity 3 has been specially created for this lesson.

Useful Link(s):

G.14.1 Past time (past simple (including verb 'to be’))

G.14.3 Past time (Past continuous)

FL.31 Describing past experiences and events

Writing Rubric

Cycle 2 English Language

Main Outcome: ENG.01.WR.P.1.1: Produce short, simple written or multimodal texts on familiar topics using short, simple and some linked sentences, and giving simple reasons with 'because', although there may be frequent inaccuracies and limitations in vocabulary or structure.

Supporting Outcome: ENG.01.RV.S.2.1: Recognise key features of a range of text types, including, format, appearance, structure and organisation, when reading simple written or multimodal texts on familiar topics that are clearly structured and use simple language, especially if they have visual support.

Disclaimer:

The lessons outlined in the Scope and Sequence, along with the corresponding PowerPoint materials, have been designed to align with the Ministry of Education’s cultural and educational expectations. These resources should be regarded as the core content for lesson delivery.

Teachers are strongly advised to use these materials as the primary guide for instruction and to refrain from teaching or referencing any sections of the course book that may contain content deemed culturally sensitive or inappropriate within the local context.

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Key Vocabulary

trail, wadi, whistle, flash flood, canyon, stranded, signal, rescue helicopter

Cycle 2 English Language

Activity 2

Lesson 3-4

Warm-up

Activity 1

Activity 3

Activity 4

Get ready

Activity 5

Cool down

Plenary & Reflection

Lesson 3-4

Skill: Language

Topic: Past Simple vs. Past Continuous

Lesson Goal

You will identify and use past simple and past continuous to describe events in a story.

In this lesson, you will learn how to…

write using short and some longer sentences.�
see how some different kinds of text look, how they are organised and how the parts fit together when you read them.

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Cycle 2 English Language

Warm-up

Page 6: Activity 3

In groups, complete one of the columns on the chart with answers from the story ‘Lost in the Hajar Mountain’.

Warm-up

Where or when did the story happen?	What was the problem?	What did they do?	How did they solve the problem?

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Cycle 2 English Language

Language

Read ‘Language Focus 1 – Past Continuous’ and then answer the questions.

Activity 1 (1)

Langauge Focus 1 – Past Continuous

Maya and her brother Saeed were walking …

The sun was shining …

Birds were singing …

Past Now

----------^^^^^^^^^^^^^^^------------------------|

…birds were singing…

We use the past continuous (was/were + - ing) to talk about something that was happening in the past.

We use it at the start of a story.

It helps the reader imagine the scene.

Part 1

Draw students’ attention to the Language Focus box and ask a student to read the example sentences aloud.
Highlight the structure (was/were + verb + -ing) and write one example on the board.
Check understanding (e.g., “Is this past or now?” “Is it a long or short action?”).
Draw students’ attention to the timeline and clarify that the action was happening over time in the past.

Part 2

�5. Draw students’ attention to Activity 1 and model the first True/False answer, thinking aloud.�6. Ask students to complete Activities 1 and 2 individually, then compare answers in pairs.�7. Monitor and support students, encouraging them to refer back to the Language Focus.�8. Elicit answers and check as a class, clarifying any misunderstandings.

Part 3

�9. Draw students’ attention to Activity 3 and model the first sentence, focusing on correct form and subject–verb agreement.�10. Ask students to complete the sentences individually, then compare in pairs.�11. Monitor and support students, checking accuracy and use of -ing forms.�12. Elicit answers and write correct sentences on the board.

Part 4

�13. Ask a few students to say full sentences aloud using the past continuous.�14. Briefly review when and why we use the past continuous (to describe actions happening in the past, often in stories).

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Cycle 2 English Language

Language

Page 8: Activity 2

Read ‘Language Focus 1 – Past Continuous’ and then answer the questions.

Activity 1 (2)

Activity 1: Choose True or False.

‘were walking’ means the action is finished.

Past continuous shows something happening in the past.

We use past continuous to describe the beginning of a story.

‘was shining’ is a short, quick action.

True / False

Part 1

Draw students’ attention to the Language Focus box and ask a student to read the example sentences aloud.
Highlight the structure (was/were + verb + -ing) and write one example on the board.
Check understanding (e.g., “Is this past or now?” “Is it a long or short action?”).
Draw students’ attention to the timeline and clarify that the action was happening over time in the past.

Part 2

�5. Draw students’ attention to Activity 1 and model the first True/False answer, thinking aloud.�6. Ask students to complete Activities 1 and 2 individually, then compare answers in pairs.�7. Monitor and support students, encouraging them to refer back to the Language Focus.�8. Elicit answers and check as a class, clarifying any misunderstandings.

Part 3

�9. Draw students’ attention to Activity 3 and model the first sentence, focusing on correct form and subject–verb agreement.�10. Ask students to complete the sentences individually, then compare in pairs.�11. Monitor and support students, checking accuracy and use of -ing forms.�12. Elicit answers and write correct sentences on the board.

Part 4

�13. Ask a few students to say full sentences aloud using the past continuous.�14. Briefly review when and why we use the past continuous (to describe actions happening in the past, often in stories).

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Cycle 2 English Language

Language

Page 8: Activity 2

Read ‘Language Focus 1 – Past Continuous’ and then answer the questions.

Activity 1 (2)

Activity 1: Choose True or False.

‘were walking’ means the action is finished.

Past continuous shows something happening in the past.

We use past continuous to describe the beginning of a story.

‘was shining’ is a short, quick action.

True / False

Part 1

Draw students’ attention to the Language Focus box and ask a student to read the example sentences aloud.
Highlight the structure (was/were + verb + -ing) and write one example on the board.
Check understanding (e.g., “Is this past or now?” “Is it a long or short action?”).
Draw students’ attention to the timeline and clarify that the action was happening over time in the past.

Part 2

�5. Draw students’ attention to Activity 1 and model the first True/False answer, thinking aloud.�6. Ask students to complete Activities 1 and 2 individually, then compare answers in pairs.�7. Monitor and support students, encouraging them to refer back to the Language Focus.�8. Elicit answers and check as a class, clarifying any misunderstandings.

Part 3

�9. Draw students’ attention to Activity 3 and model the first sentence, focusing on correct form and subject–verb agreement.�10. Ask students to complete the sentences individually, then compare in pairs.�11. Monitor and support students, checking accuracy and use of -ing forms.�12. Elicit answers and write correct sentences on the board.

Part 4

�13. Ask a few students to say full sentences aloud using the past continuous.�14. Briefly review when and why we use the past continuous (to describe actions happening in the past, often in stories).

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Cycle 2 English Language

Language

Page 8: Activity 3

Read ‘Language Focus 1 – Past Continuous’ and then answer the questions.

Activity 1 (3)

Activity 2: Choose the best answer.

Did the story happen in the past or now?

Was the hiking a long or a short action?

Can we imagine the scene happening?

Is the action finished now?

Past / Now

Long / Short

Yes / No

Part 1

Draw students’ attention to the Language Focus box and ask a student to read the example sentences aloud.
Highlight the structure (was/were + verb + -ing) and write one example on the board.
Check understanding (e.g., “Is this past or now?” “Is it a long or short action?”).
Draw students’ attention to the timeline and clarify that the action was happening over time in the past.

Part 2

�5. Draw students’ attention to Activity 1 and model the first True/False answer, thinking aloud.�6. Ask students to complete Activities 1 and 2 individually, then compare answers in pairs.�7. Monitor and support students, encouraging them to refer back to the Language Focus.�8. Elicit answers and check as a class, clarifying any misunderstandings.

Part 3

�9. Draw students’ attention to Activity 3 and model the first sentence, focusing on correct form and subject–verb agreement.�10. Ask students to complete the sentences individually, then compare in pairs.�11. Monitor and support students, checking accuracy and use of -ing forms.�12. Elicit answers and write correct sentences on the board.

Part 4

�13. Ask a few students to say full sentences aloud using the past continuous.�14. Briefly review when and why we use the past continuous (to describe actions happening in the past, often in stories).

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Cycle 2 English Language

Language

Page 8: Activity 3

Read ‘Language Focus 1 – Past Continuous’ and then answer the questions.

Activity 1 (3)

Activity 2: Choose the best answer.

Did the story happen in the past or now?

Was the hiking a long or a short action?

Can we imagine the scene happening?

Is the action finished now?

Past / Now

Long / Short

Yes / No

Part 1

Draw students’ attention to the Language Focus box and ask a student to read the example sentences aloud.
Highlight the structure (was/were + verb + -ing) and write one example on the board.
Check understanding (e.g., “Is this past or now?” “Is it a long or short action?”).
Draw students’ attention to the timeline and clarify that the action was happening over time in the past.

Part 2

�5. Draw students’ attention to Activity 1 and model the first True/False answer, thinking aloud.�6. Ask students to complete Activities 1 and 2 individually, then compare answers in pairs.�7. Monitor and support students, encouraging them to refer back to the Language Focus.�8. Elicit answers and check as a class, clarifying any misunderstandings.

Part 3

�9. Draw students’ attention to Activity 3 and model the first sentence, focusing on correct form and subject–verb agreement.�10. Ask students to complete the sentences individually, then compare in pairs.�11. Monitor and support students, checking accuracy and use of -ing forms.�12. Elicit answers and write correct sentences on the board.

Part 4

�13. Ask a few students to say full sentences aloud using the past continuous.�14. Briefly review when and why we use the past continuous (to describe actions happening in the past, often in stories).

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Cycle 2 English Language

Language

Page 9: Activity 5

Read ‘Language Focus 1 – Past Continuous’ and then answer the questions.

Activity 1 (4)

Activity 3: Complete the sentences with ‘was/were + verb + ing’.

Maya ________________________________ (walk) beside the wadi.

The birds ________________________________ (sing) in the trees.

Saeed ________________________________ (look) at the sky.

The sun ________________________________ (shine).

Part 1

Draw students’ attention to the Language Focus box and ask a student to read the example sentences aloud.
Highlight the structure (was/were + verb + -ing) and write one example on the board.
Check understanding (e.g., “Is this past or now?” “Is it a long or short action?”).
Draw students’ attention to the timeline and clarify that the action was happening over time in the past.

Part 2

�5. Draw students’ attention to Activity 1 and model the first True/False answer, thinking aloud.�6. Ask students to complete Activities 1 and 2 individually, then compare answers in pairs.�7. Monitor and support students, encouraging them to refer back to the Language Focus.�8. Elicit answers and check as a class, clarifying any misunderstandings.

Part 3

�9. Draw students’ attention to Activity 3 and model the first sentence, focusing on correct form and subject–verb agreement.�10. Ask students to complete the sentences individually, then compare in pairs.�11. Monitor and support students, checking accuracy and use of -ing forms.�12. Elicit answers and write correct sentences on the board.

Part 4

�13. Ask a few students to say full sentences aloud using the past continuous.�14. Briefly review when and why we use the past continuous (to describe actions happening in the past, often in stories).

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Cycle 2 English Language

Language

Page 9: Activity 5

Read ‘Language Focus 1 – Past Continuous’ and then answer the questions.

Activity 1 (4)

Activity 3: Complete the sentences with ‘was/were + verb + ing’.

Maya ________________________________ (walk) beside the wadi.

The birds ________________________________ (sing) in the trees.

Saeed ________________________________ (look) at the sky.

The sun ________________________________ (shine).

was walking

were singing

was looking

was shining

Part 1

Draw students’ attention to the Language Focus box and ask a student to read the example sentences aloud.
Highlight the structure (was/were + verb + -ing) and write one example on the board.
Check understanding (e.g., “Is this past or now?” “Is it a long or short action?”).
Draw students’ attention to the timeline and clarify that the action was happening over time in the past.

Part 2

�5. Draw students’ attention to Activity 1 and model the first True/False answer, thinking aloud.�6. Ask students to complete Activities 1 and 2 individually, then compare answers in pairs.�7. Monitor and support students, encouraging them to refer back to the Language Focus.�8. Elicit answers and check as a class, clarifying any misunderstandings.

Part 3

�9. Draw students’ attention to Activity 3 and model the first sentence, focusing on correct form and subject–verb agreement.�10. Ask students to complete the sentences individually, then compare in pairs.�11. Monitor and support students, checking accuracy and use of -ing forms.�12. Elicit answers and write correct sentences on the board.

Part 4

�13. Ask a few students to say full sentences aloud using the past continuous.�14. Briefly review when and why we use the past continuous (to describe actions happening in the past, often in stories).

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Cycle 2 English Language

Language

Read ‘Language Focus 2’ and answer the questions.

Activity 2 (1)

Langauge Focus 2

While + Past Continuous + Past Simple

While they were hiking, it started to rain.

While Maya was looking for the path, she heard a loud sound.

We use ‘While + past continuous + past simple’ to show something was happening when another thing suddenly happened.

Past Now

----^^^^^^^^^^^^^^^^^^^^^^^^^^X^^^^^^^--------|

While they were hiking…...........started to rain

Part 1�

Draw students’ attention to the Language Focus box and ask a student to read the example sentences aloud.
Highlight the structure While + past continuous + past simple and write one example on the board.
Ask concept-check questions (e.g., “Which action is long?” “Which action happens suddenly?”).
Draw students’ attention to the timeline and clarify that one action was happening when another action happened.�

Part 2

�5. Draw students’ attention to the True/False activity and ask a student to read the first sentence.�6. Ask students to complete the activity individually, then compare answers in pairs.�7. Monitor and support students, prompting them to refer back to the example sentences.�8. Elicit answers and check as a class, clarifying long vs short actions.

Part 3

�9. Draw students’ attention to the unscramble activity and model the first sentence.�10. Highlight correct word order: While + subject + was/were + -ing, subject + past simple.�11. Ask students to complete the activity individually, then compare in pairs.�12. Monitor and support students, checking word order and verb forms.�13. Elicit answers and write correct sentences on the board.

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Cycle 2 English Language

Language

Page 10: Activity 2

Read ‘Language Focus 2’ and answer the questions.

Activity 2 (2)

Choose True or False.

‘While they were hiking’ is the long action.

‘It started to rain’ is the long action.

The rain happened during the hiking.

Both actions are in the present.

True / False

Part 1�

Draw students’ attention to the Language Focus box and ask a student to read the example sentences aloud.
Highlight the structure While + past continuous + past simple and write one example on the board.
Ask concept-check questions (e.g., “Which action is long?” “Which action happens suddenly?”).
Draw students’ attention to the timeline and clarify that one action was happening when another action happened.�

Part 2

�5. Draw students’ attention to the True/False activity and ask a student to read the first sentence.�6. Ask students to complete the activity individually, then compare answers in pairs.�7. Monitor and support students, prompting them to refer back to the example sentences.�8. Elicit answers and check as a class, clarifying long vs short actions.

Part 3

�9. Draw students’ attention to the unscramble activity and model the first sentence.�10. Highlight correct word order: While + subject + was/were + -ing, subject + past simple.�11. Ask students to complete the activity individually, then compare in pairs.�12. Monitor and support students, checking word order and verb forms.�13. Elicit answers and write correct sentences on the board.

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Cycle 2 English Language

Language

Page 10: Activity 2

Read ‘Language Focus 2’and answer the questions.

Activity 2 (2)

Choose True or False.

‘While they were hiking’ is the long action.

‘It started to rain’ is the long action.

The rain happened during the hiking.

Both actions are in the present.

True / False

Part 1�

Draw students’ attention to the Language Focus box and ask a student to read the example sentences aloud.
Highlight the structure While + past continuous + past simple and write one example on the board.
Ask concept-check questions (e.g., “Which action is long?” “Which action happens suddenly?”).
Draw students’ attention to the timeline and clarify that one action was happening when another action happened.�

Part 2

�5. Draw students’ attention to the True/False activity and ask a student to read the first sentence.�6. Ask students to complete the activity individually, then compare answers in pairs.�7. Monitor and support students, prompting them to refer back to the example sentences.�8. Elicit answers and check as a class, clarifying long vs short actions.

Part 3

�9. Draw students’ attention to the unscramble activity and model the first sentence.�10. Highlight correct word order: While + subject + was/were + -ing, subject + past simple.�11. Ask students to complete the activity individually, then compare in pairs.�12. Monitor and support students, checking word order and verb forms.�13. Elicit answers and write correct sentences on the board.

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Cycle 2 English Language

Language

Page 11: Activity 11

Read ‘Language Focus 2’ and answer the questions.

Activity 2 (3)

Unscramble the sentences

hiking / were / they / While / it / started / rain / to

________________________________________________

Maya / was / While / looking / she / hard / sound / a

___________________________________________________

Part 1�

Draw students’ attention to the Language Focus box and ask a student to read the example sentences aloud.
Highlight the structure While + past continuous + past simple and write one example on the board.
Ask concept-check questions (e.g., “Which action is long?” “Which action happens suddenly?”).
Draw students’ attention to the timeline and clarify that one action was happening when another action happened.�

Part 2

�5. Draw students’ attention to the True/False activity and ask a student to read the first sentence.�6. Ask students to complete the activity individually, then compare answers in pairs.�7. Monitor and support students, prompting them to refer back to the example sentences.�8. Elicit answers and check as a class, clarifying long vs short actions.

Part 3

�9. Draw students’ attention to the unscramble activity and model the first sentence.�10. Highlight correct word order: While + subject + was/were + -ing, subject + past simple.�11. Ask students to complete the activity individually, then compare in pairs.�12. Monitor and support students, checking word order and verb forms.�13. Elicit answers and write correct sentences on the board.

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Cycle 2 English Language

Language

Page 11: Activity 11

Read ‘Language Focus 2’ and answer the questions.

Activity 2 (3)

Unscramble the sentences

hiking / were / they / While / it / started / rain / to

________________________________________________

Maya / was / While / looking / she / heard / sound / a

___________________________________________________

While they were hiking, it started to rain.

While Maya was looking, she heard a sound.

Part 1�

Draw students’ attention to the Language Focus box and ask a student to read the example sentences aloud.
Highlight the structure While + past continuous + past simple and write one example on the board.
Ask concept-check questions (e.g., “Which action is long?” “Which action happens suddenly?”).
Draw students’ attention to the timeline and clarify that one action was happening when another action happened.�

Part 2

�5. Draw students’ attention to the True/False activity and ask a student to read the first sentence.�6. Ask students to complete the activity individually, then compare answers in pairs.�7. Monitor and support students, prompting them to refer back to the example sentences.�8. Elicit answers and check as a class, clarifying long vs short actions.

Part 3

�9. Draw students’ attention to the unscramble activity and model the first sentence.�10. Highlight correct word order: While + subject + was/were + -ing, subject + past simple.�11. Ask students to complete the activity individually, then compare in pairs.�12. Monitor and support students, checking word order and verb forms.�13. Elicit answers and write correct sentences on the board.

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Cycle 2 English Language

Reading

Read the text, then match the sentences to the numbers in the picture.

Activity 3

A Sunny Afternoon in the Park

This was yesterday afternoon in the park. The sun was shining and everyone was happy. Let's see what was happening.

Near the trees, birds were flying in the sky. They were singing a happy song.

Under a big tree, a girl was reading a book. Her book was about a princess.

Next to her, a family was having a picnic. They had sandwiches, fruit, and juice.

On the grass, a boy was playing football. He was very good at it!

Along the path, a brother and sister were walking. They were talking and laughing together.

It was a busy and happy afternoon in the park!

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Cycle 2 English Language

Reading

Read the text, then match the sentences to the numbers in the picture.

Activity 3

…birds were flying in the sky.

….a girl was reading a book.

…a family was having a picnic.

…a boy was playing football.

…a brother and sister were walking.

3

1

4

5

2

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Cycle 2 English Language

Reading

Page 13: Activity 2

Look at the picture, then match the sentence halves.

Activity 4

While the girl was reading her book…

While the brother and sister were walking…

While the family was having a picnic...

While the boy was playing football…

___ ...he slipped and fell over.

___ ….a rabbit jumped in front of them.

___ …their coffee fell over.

___ …her friend arrived.

4

2

3

1

Supporting Outcome: ENG.01.RV.S.2.1: Recognise key features of a range of text types, including, format, appearance, structure and organisation, when reading simple written or multimodal texts on familiar topics that are clearly structured and use simple language, especially if they have visual support.

Draw students’ attention to the sentences and ask a student to read the first one aloud.
Elicit what “While…” shows (an action happening over time).
Draw students’ attention to the sentence halves (a–d) and model the first match with the class.
Ask students to complete the activity individually.
Ask students to compare answers in pairs.
Monitor and support students, guiding them to use the picture and meaning to match correctly.
Elicit answers and check as a class, asking students to read the full sentences aloud.
Highlight the structure: While + past continuous, + past simple (sudden action).

Differentiation

Students working towards GLG�Students underline key words in each sentence and complete the first item with the teacher before continuing. They use the picture to help identify the correct endings.

Students working at GLG�Students complete the matching activity independently and then check answers with a partner. They read the full sentences aloud after matching.

Students working beyond GLG�Students write one or two new sentences using While + past continuous + past simple based on the picture and explain their answers using full sentences.

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Cycle 2 English Language

Today you will write short sentences about the story. You will use simple sentences and link your ideas using words like ‘while’.

What do you need to do when writing and representing?

Write short, simple sentences about what happened in the story.

Use was / were + verb-ing and past simple to describe events.

Link your ideas using while.

Don’t worry about small mistakes.

Get ready to write and represent!

Get Ready

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Cycle 2 English Language

Writing

Page 15: Activity 4

Write 2-4 sentences about the story.

Try to use:

was / were + verb-ing
While…
past simple

Activity 5

____________________________________________________________________________________

Writing Tip

Use past continuous to talk about what was happening.

Use past simple to talk about what suddenly happened.

Main Outcome: ENG.01.WR.P.1.1: Produce short, simple written or multimodal texts on familiar topics using short, simple and some linked sentences, and giving simple reasons with 'because', although there may be frequent inaccuracies and limitations in vocabulary or structure.

Draw students’ attention to the task and read the instructions aloud.
Draw students’ attention to the Writing Tip and ask a student to read it aloud.
Elicit the difference between past continuous and past simple (long action vs sudden action).
Model one sentence on the board using While + past continuous + past simple.
Ask students to write 2–4 sentences about the story individually.
Monitor and support students, checking correct use of was/were + verb-ing and past simple.
Ask students to share their sentences with a partner.
Elicit a few examples and write good sentences on the board.
Briefly correct common errors and reinforce the target structure.

Differentiation

Students working towards GLG�Students use a sentence frame (e.g., While ___ was/were ___, ___ happened.) and write 1–2 simple sentences. They may refer directly to the Writing Tip and copy key structures.

Students working at GLG�Students write 2–4 sentences about the story using was/were + verb-ing, while, and past simple. They refer to the Writing Tip and check their work with a partner.

Students working beyond GLG�Students write 3–4 detailed sentences using while + past continuous + past simple accurately. They may add extra details or extend the story using their own ideas.

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Cool Down

National Education Charter

Resilience and Adaptability

In the park, something unexpected happened while everyone was enjoying their day.

Think of something unexpected that happened during a typical day in your life. Tell your partner.

What happened?

How did you adapt to the situation?

Cycle 2 English Language

Vocabulary

Adapt: change what you do when something changes

Resilience: keep trying when something is difficult

I left my project at home.

I told my teacher and brought it the next day.

Draw students’ attention to the Resilience and Adaptability focus and read the two vocabulary definitions together.
Remind students that something unexpected happened during the day in the park and explain that people often need to adapt when plans or situations change.
Read the two questions and the model answer aloud. Ask students to identify what happened and how the student adapted.
Give students a short time to think of something unexpected that happened during a typical day in their own life. In pairs, ask students to describe what happened and explain how they adapted to the situation.
Monitor and support students with vocabulary or simple sentence starters as needed.
Invite a few students to share their examples with the class.
Highlight responses that demonstrate resilience or adaptability.

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Cycle 2 English Language

I can write using short and some longer sentences.
I can see how some different kinds of text look, how they are organised and how the parts fit together when I read them.

Lesson Outcome Check

Plenary & Reflection