1. Download the file suggested in the  “Materiales Educativos Digitales” section and make copies for students.

2..Ask students if their computer has ever crashed, what happened? When? 

3. Distribute the worksheet and ask them to read Nicole’s testimony.

4. Write on the board one of the sentences that use past continuous and review the tense. Elicit some examples and make sure students understand its meaning in narrating in the past.

5. Ask students to answer the questions and check answers with the class. You may want to ask them to come to the board and write their answers so, in case of corrections, students can see how the process is.

6. Have volunteers use the answers to the questions to tell you about Nicole’s testimony.  Tell students to ignore the questions and use the information in order to narrate what happened.

7. Ask students to tell you what happened to Nicole’s computer giving as much information as they can remember.

8. Ask students to use the worksheet to work on the second exercise in pairs.

9. Now that students have more information, ask pairs of students to retell what happened to another pair.

10. Monitor and chose some volunteers to retell the story and share it with the class.

11. Review reported speech briefly using a couple of examples or the worksheets students used with you in previous sessions.

12. Ask pairs of students to complete the sentences in exercise III and check answers with the class.

1. Download the file suggested in the  “Materiales Educativos Digitales” section. and make copies for students.

2. Ask students if they have ever received a phone call from a friend asking for help, What happened? When?  Were you able to help?

3. Distribute the worksheet and tell students they are going to write the last part of a story that ends that way….Read it and ask students to complete the sentences using the verbs in parenthesis in the past.

4. Invite students to work in pairs and discuss what the story could be.

5. Suggest students to first, write down some questions to guide them in the process of writing, what, where, when, how, etc.

6. Ask students to share their questions with the class and give feedback.

7. Ask students to start writing and offer help as needed.

8. Invite students to put their stories, (1 per pair will be ok) in a box you’ll have on your desk and shuffle them

9. Have some volunteers to come to the front and choose a paper for him/ her to read. Let the class listen, give their opinions about the story, and guess who might have done it.

10. Distribute the worksheet and ask students to mingle.

11. They need to find 7 different students to answer their questions. Model the activity using the example at the bottom of the page.

12. Remind students that if the answer they get is ‘yes’, they should continue asking questions (when, where, what, why, etc) until you get as much information as possible.

13. When students have finished, ask them to report their findings and have the class listen and talk about what their friends were doing when___.

14.  Ask students to help you write 5 more questions that could be included in this same activity and write them on the board.

1. Download the file suggested in the  “Materiales Educativos Digitales” section and make copies for students.

2. Divide the class into groups of three or four and give each group a set of picture cards and a set of time cards.

3. Go through the picture cards and elicit the various activities.

4. Ask the students to shuffle the picture cards and then deal them out equally. The time cards should be shuffled and placed face

down in a pile on the desk.

5. The first student picks up the top time card from the pile and asks the player on their right what they were doing at that time

yesterday, e.g. 'What were you doing at 6:00 a.m. yesterday?'

6. The player must then choose one of their picture cards, show the card to the other students and give a convincing answer that

matches with the time on the card, e.g. 'I was drinking coffee'. If the answer is appropriate for that time of day, the player can

discard their picture card.

7. If the answer is doubtful, e.g. 'I was studying English', the other students challenge the player and ask them to provide a convincing

explanation as to why they were doing that activity at that time of day.

8. If the player can provide a reasonable explanation, the picture card can be discarded, e.g. 'I was studying English, because...'

If not, the player must keep the picture card. The next student then picks up a time card and asks the player on their right what they were doing at that time yesterday and so on.

9. The first player to get rid of all their picture cards wins the game

10. Tell students they are going to take a quiz on the present continuous. It is something ‘easy’ to answer since they only have to read the sentences and say if they are correct or incorrect.

11. Elicit an example from students and write it on the board, analyze it, and make sure they remember how to use it. Then, erase the board.

12. Distribute the worksheet and set a time limit for the activity.

13. When time is up, ask students to give their answers by saying ‘correct’ and ‘incorrect’ and if some students disagree, invite them to justify their answers and clear doubts.