Page 3 Next>> <<Last   Want to print this article? Use this version Go to the Grapevine: Book Page Video Page		Integrated components This example is from Grapevine Two. We're going to look at the teaching of the Past continuous tense through different components of the course (see Grammar summary above). The students have met the past continuous before (in Grapevine One) but as a fixed formula in describing people (She was wearing … ). We often introduce a formulaic expression before introducing the complete tense - I don't know well before the present simple, I'm looking for … well before the present continuous.   STUDENT BOOK The tense is introduced in the Student Book unit 9: Enlarge Enlarge The unit is designed as an initial tense teaching situation. There is a clear distinction between describing the simultaneous events in a large picture (using the past continuous) and describinng a sequence of events in a series of pictures (using the past simple). You can also see the use of 'passive vocabulary' - we mark words which help carry the context of a unit, but which are not worth remembering at this stage, with a 'P' in the Vocabulary Index at the back of the book. The unit also contains a song, Hot Air, for stress, rhythm and catenation work. Listen to clip from 'Hot Air' (requires QuickTime)