Students look at three sentences on page 81 in Global elementary coursebook Ask students to focus on words that are written in bold. Can they see a difference? Can they group them? In pairs, students circle any regular verbs and underline any irregular ones. Regular: answered. Irregular: had, left. While students are grouping the words, write three sentences on the board. The police arrested five man. They made a film about the scandal. President Nixon resigned in 1974. Students decide which verbs are regular and irregular.

Students focus on exercise 2 on global elementary page 81. Are the verbs in the box regular or irregular? Students check in the text and write the past form. Clarify the form by writing three regular verbs on the board ( carry, use, turn on) Elicit the difference in form (carry- carried,use-used, turn on-turned on) Students listen and repeat the verbs in the audio file. (3.04 on page 81)

Distribute handout from Global elementary workbook on page 45. In pairs, students try to write the verbs in blanks in the correct form of regular verbs. Write the answer key on the board. (started, decided, used, produced, carried, published, created)

Students focus on the exercise 2 on page 81. Individually, students try to write the correct form of the verbs. They listen the audio file to check answers. (were,heard,went-asked, wrote, got, became, ended, made, were, won) Students practice saying the sentences. Write two sentences on the board. Jack was late to school yesterday. Tom and Jane were late to school yesterday. Elicit the difference of the verb be in simple past (was - I, he, she, it; were - you, we, they)

Students focus on exercise 1 in the speaking part on page 81. Individually or in pairs, students write 1) the name of a person you know 2) a restaurant or hotel you know 3) a food 4) a topic of conversation 5) another topic of conversation 6) a question 7) an answer 8) a time 9) the name of a newspaper Write topics of conversation if students have problem coming up with ideas. Distribute page 131. Elicit the function of -gate suffix (to describe a scandal) Students fill the blanks with answers from page 81 speaking exercise 1 After students finish writing their scandals, they tell their story to each other in a class mingle. Ask students to decide whose scandal is the funniest.