The teacher displays a picture of Nelson Mandela on the WB and ask the students if they remember who he is. Whether the response is positive or negative, that will be a way for the teacher to set the context, which is 'people who changed the world', Nelson Mandela in particular. Then the teacher will pair the students and ask them to have a discussion about what they learned about him in the previous lesson.

The teacher will extract a few example sentences from the reading text the students had in the previous lesson and display them on the board, which will set the context for the TL. The teacher will ask the students to discuss what they think about the meaning of the sentences (CCQ: Past or present?). If the students don't understand, the teacher will elicit by using gestures. When students come to an agreement about the tense, and the time the actions in the sentences take place, the context for the target language will have been set.

The teacher will give folded handouts on which the students will see the present form of the regular and irregular verbs mentioned in the reading text and ask the students not to unfold it. (ICQ - Are you going to unfold?). Students will try to find the past form of those verbs in the text, write the them down on the worksheet and underline the sentence. The students will check their answers in groups and go up to the board and write the answers. Then the students can unfold the page, and try to answer three questions about how to form the Simple Past, with the information they have just obtained.

The teacher will display a timeline on the WB to clarify the meaning one last time, analyse the form and write model sentences underneath. One negative and one positive, with a regular and an irregular verb. The teacher will analyse the verb 'to be' separately as it might be confusing for the students. The teacher will try to do this in an interactive way with the students by encouraging them to guess.

The teacher will give gap-fill exercises. Students will work in pairs, choose the right verbs and write them in the gaps in the past form. The teacher give one example, 'I met my best friend in 2010' and tell the students that they can add years the same way at the end of their sentences.

The teacher will give each group a set of cards with the base forms of the verbs they have learned written on them. Each student will pick a card and then make a sentence using the past form of the verb written on it. Then students switch papers and repeat the process.

The teacher gives the students a table with more verbs and their past forms. Students can get help from the table and have two minutes to quickly jot down a few sentences in past tense about someone who is important for them or themselves. The rest of the time they will be walking around, telling each other about the past of the person they have chosen to introduce.