Your answerPPP Lesson PlanStageActivitiesStudent/Teacher Interaction and TimingLead-inThe teacher will begin by speaking concerning what was interrupted (Vincent-Lancrin et al., 2019). The teacher will start by describing an important past event and then filling out all of the details by using the past continuous interrupted tense. For example, the teacher can say, "Yesterday at 2 pm, I taught you a lesson. I taught you about flowers (Bin-Tahir et al., 2019). I started teaching at 2 pm. This particular sentence gives a clear beginning to the class. It helps them understand the issue as it is occurring while also ensuring that the class has a vivid introduction to the lesson by understanding the fundamental concept of the lesson, which is the past continuous interrupted tense.After the lead in, the teacher can be able to gauge whether or not the students understand the significance of this event through the use of random questions to members of the class. It is important to do this immediately after the lead-in (Vincent-Lancrin et al., 2019).Presentation (meaning, pronunciation and form)The teacher will hold up a picture of a tree to help give a clear presentation to the students. The teacher will then say, "Yesterday morning, I climbed the tree. I climbed the tree to get mangos (Bin-Tahir et al., 2019). I climbed the tree in the morning.” After this, the teacher will ask all of the students to repeat the exact words to understand the concept of the past continuous interrupted tense (Vincent-Lancrin et al., 2019). The teacher must ensure that all pupils participate in this particular exercise to understand the presentation's relevance.The teacher will interact with the students by active participation in this exercise and also ensure that all the students are involved in this particular practice (Vincent-Lancrin et al., 2019).Practice (Controlled)The teacher will set up a practical example to ensure that all students grasp the concept of the past continuous interrupted tense. The teacher will write down a few sentences on the blackboard and place dashes to ensure that the students can fill in the gaps (Bin-Tahir et al., 2019). For example, the teacher can write down, "Yesterday I wrote on the blackboard. I …….. some words on the blackboard. I started……… in the morning.” The teacher will then help the students to fill in the blank spaces by filling in the relevant words (Vincent-Lancrin et al., 2019). After this, the teacher will ask the class to repeat the complete sentences with all terms. It will ensure that the teacher can grasp the different words and the concept of the past continuous interrupted tense (Vincent-Lancrin et al., 2019). This exercise will give the students a practical approach and help them understand the use of the past continuous interrupted tense in a practical aspect.Interaction between the teacher and students involves the use of vocal exercises which focus on ensuring the students have an understanding of the past continuous interrupted tense (Vincent-Lancrin et al., 2019).Production (Freer)The teacher will pair up the students and give them different activities in which they can apply a practical aspect. The teacher can then provide the other pairs of students with various activities and then ask them to describe these activities in the past continuous interrupted tense (Bin-Tahir et al., 2019). The teacher can then ask the students to describe these activities to each other. For example, the students can ask what they have done (Vincent-Lancrin et al., 2019). The other can reply in an example, "I was writing. I wrote some words in the book. I started writing at 3".Through these, the students will develop a practical understanding of the past continuous interrupted tense and how it can be applied practically (Vincent-Lancrin et al., 2019). The teacher will ask different pairs of students to go to the front of the classroom and repeat their conversations with each other.Student-teacher interaction will be critical, and the teacher will have to ensure that all of the groups are actively involved in the exercise and then gauge their performance based on this (Vincent-Lancrin et al., 2019). The teacher will spend a one-minute interval assessing each pair of students to gauge their understanding of the topic at hand.HomeworkThe teacher will give the students homework to ensure that they can learn how to apply the concepts they have learned. The teacher can ask the students to go home and perform individual tasks or activities. After performing these actions, the students can then apply these in a realistic sense by writing down an account of what they have done (Vincent-Lancrin et al., 2019). For example, the teacher can tell the students to help in the house with specific actions and then record what they have done. For example, a student can write down, "Yesterday I washed the car. I washed the car with my father. I started washing the car when I came from school”. (Vincent-Lancrin et al., 2019). The next day the student can collect each student's report and then assess and mark the homework. The teacher can correct the students who have not been able to understand the concepts of the past continuous interrupted tense to learn more in the future.When the students return the homework, the teacher can then assess each assignment to better understand the students and whether they have grasped the concept of the past continuous interrupted tense (Vincent-Lancrin et al., 2019). Tutor feedbackPresentation: This is only focusing on past simple. You need to focus on on past continuous for actions in progress in the past. You need to focus on interrupting actions, so you need to contrast past continuous with past simple in the same phrases, for example "John was talking on the phone, when Sarah rushed into the room and started yelling." "I was eating my chips, when a seagull flew down and stole them."You need to cover meaning, form and pronunciation. You need to write the actual form for the new TL as that's important, because we mustn't assume students will pick up the form by seeing examples. The form is: Subject + was/were + present participle. "Verb-ing" is called a "present participle" in this tense. A "verb-ing" can also be a gerund, so we need to differentiate. How do you teach pronunciation? This is important because we need to teach students the correct intonation when saying sentences and phrases. Remember, words are often pronounced differently when surrounded by other words in a sentence to when they are pronounced in isolation. Also, remember concept questions to check understanding. We put them at the end of the presentation stage. We don't use the language we are testing when we ask concept questions. Use easier language they have learned before. For example, to concept check "I was having a shower" - Are you having a shower now? (present continuous) Did you have a shower last night? (past simple) Are you going to have a shower tomorrow? (future). That way you know by their answers if they understand the meaning or not.Controlled: You need to focus on interrupting actions, so you need to contrast past continuous with past simple in the same phrases, like the examples given above.Production. Keep in mind that they need free use of the language in "natural" conversation. You want the students to produce as much as possible during this stage of the lesson. You need to provide a "real-life" situation which encourages students to use the TL in a natural way: i.e. role play, etc. This mimics how native speakers use the language in the real world. It also allows for question structures, interaction, etc. In terms of increasing fluency, there is no better production activity. If the teacher sets up a good role play, the students should be able to use questions, statements, and all 3 pronoun structures in a spontaneous conversation. That's the most optimal experience for increasing their fluency.We don't ask students to think of their own scenario using the TL. That's because they may get distracted trying to think of ideas instead of focusing on the TL. Also, they will all finish at different times, etc. So, it is the teacher who needs to give a specific situation or topic, so that the students are encouraged/cornered into using the TL in a natural way. Remember, if you have to tell students to use the TL, then your situation isn’t specific enough. Also, it is better to choose a more "exciting/interesting" scenario than what they did recently, etc, which could be a bit limited. How about the police investigating a crime or aliens landing in your home town?You need to focus on interrupting actions, so you need to contrast past continuous with past simple in the same phrases, like the examples given above.Good try but please could you revise this clearly focusing on the correct TL. Thanks