1. T greets everyone and commences the session 2. T sets up the context with the help of Ss: (T is mostly silent at this stage) - T writes "Last night..." on WB - T sticks 2 faces on WB and draws their bodies (a couple/the guy was home late last night, his wife got mad at him) - T asks for their names, Ss name them - T asks "What happened last night?" Ss give some answers - T draws a picture of 'a clock' on WB and asks "Now, what do you think?" - T elicits "He was late last night."

1. T sets up Activity 1: - T takes the flashcards and paper strips - T says: "Now we want to see what happened that he got home late last night." - Here I have some pictures of the things that happened to him - and some sentences here - Work with your partner and put the sentences and the pictures in the correct order -> T ICQs if necessary - 2 minutes 2. Ss start looking through the pictures and matching them with the sentences in pairs 3. T draws a table (Subject/Past verb/...) on WB to highlight the marker sentences later on 4. Once the first pair finishes, T asks one of them to write the first sentence on WB in the table 5. T asks other pairs to write the rest of the sentences on WB one by one (this increases Ss' involvement in the process of introducing the TL) 6. T asks for WCFB: "Are they all correct?" -"Yes"

[minute 10] By now, Ss will have understood that they are going to learn about the past tense of the verbs today because the time in the context is 'Last night/evening...' and the story is about the chain of events that happened to the guy that made him get home late. 1. T CCQs the meaning and the form: - "Did these things happen today or yesterday?" - "Yesterday" - T draws a timeline and asks "Are they in the past or present?" - "Past" - "Do they happen everyday to him?" - "No" - "Are they finished actions?" - "Yes" - "Are all the sentences positive?" - "No" - "Which one is negative?" - "He didn't have any money." - "How do you know, what is different in this sentence?" - "didn't" - "If he didn't have any money, could he take a taxi?" - "No" - "When we use 'didn't' do we use a past verb or an infinitive after it?" - "an infinitive" - "Can I say 'He didn't had any money'?" - "NO teacher, leave us alone!" - Great! 2. T moves on to the next stage (CCQs are inspired by an article from British Council's Teaching English website: http://www.teachingenglish.org.uk/article/checking-understanding)

[minute 15] 1. T drills each sentence first as separate chunks and then as a whole I decided to skip pronunciation rules for regular past verbs at this stage of the course as the time of the lesson doesn't allow me to elaborate on this area. However, I will monitor the students throughout the lesson to correct any inaccuracies in pronouncing -ed endings.

1. T sets up Activity 2 (This task allows Ss to discover the difference between regular and irregular past verbs by themselves): - Now, here we have some past verbs in the box and a table down here. - Some of the verbs here are 'regular verbs', it means they get '-ed' in the past form, and some of them are 'irregular verbs', it means they usually change in the past tense. - You need to put the verbs in the right place in the table - Work alone -> T ICQs if necessary - 2 minutes 2. Ss start figuring out the task and notice the difference between regular verbs and irregular verbs. They may seem a little puzzled at first, but they will get there in the end. 3. T asks for pair check 4. T asks for WCFB and provides further clarification if necessary

I originally thought of this task as a facilitators for later activities, but it's highly unlikely that I will get time to do it in the lesson. Alternatively, I will provide students with a handout containing some verbs and their past forms in the semi-controlled stage. 1. T sticks 2 sets of the infinitive form of some verbs on WB 2. T forms 2 groups and puts them in line: - Each of you will have the past forms of the verbs that are on the board - I put them here on the chair - The first person in the line will take one card and match it with the verb on the board - Then you go to the end of the line - You repeat this until you finish all the cards - It's a race, whoever finishes first wins this box of chocolate! - When you are finished say Bingo! -> T ICQs if necessary - Ready, steady, go! 4. Ss compete and finish the race 5. T gives their prize! 6. T gives FB and drills the verbs

[minute 24] 1. T sets up Activity 3: - Here we have an interesting story - Look at the picture here, what do you think the story is about? To elicit "aliens" and "flying-saucer". (T may CCQ: "Do aliens come from space?" -"Yes"/"Do they come ride a flying-saucer?" -"Yes") - Now, I want you to read the story and put the verbs in their past forms in the gaps - Work alone -> T ICQs if necessary - You have 2 minutes 2. Ss start reading the story and doing the task. Although the passage may be a little challenging for them, the pictures in the story will help them understand the gist of it. 3. T asks for pair check 4. T provides the answer key

[minute 32] 1. T forms groups of 3 or 2 2. T sets up Activity 4: - Now I want you to work in your groups - You are going to use your imagination to complete the story in Activity 3 - "When did the story happen?" - "Yesterday evening" - "What do you need to use present or past verbs to write your story?" - "Past verbs" - Good. I want all of you to think in your group and share your ideas - But one of you should write your story on this paper (HO4.1) - I also give you these flashcards (HO4.2) with some verbs and their past form. You can use them in your stories. - You can also use your dictionaries if you want. - Use clear handwriting - Don't forget to write a name for your group up here (HO4.1) -> T ICQs if necessary - You have 5 minutes, work fast! (Teacher is a bit worried because the task is challenging and she needs to have enough time for correction at the end.) 3. Students start brainstorming and writing down their ideas 4. T sign-posts 3/2/1 minute 5. T swaps the stories and asks other groups to read them - 2 minutes 6. T asks each group to read the stories for the class 7. T provides feedback and late correction 8. T wishes everyone success and finishes the session. FINALLY!