I will start with a warmer, greetings and then I will ask students to give me an example of people who changed Turkey. This will be done in pairs. within one minute. Then I will elicit one answer from any student. This question will get their attention and interest in the topic well enough. Displaying Nelson Mandela's picture, I will ask them to think of who he is and what he did. This is also done in pairs.

1. I will give Ss a reading text to read but will give them the purpose of the reading before they read. 2. The purpose is finding out if the story is in the past, present or future time. 3. ICQ • Are you going to read alone? • Are you going to tell me the time of the story? 4. Feedback • I will elicit feedback from Ss by nominating a couple of Ss and asking other Ss if they agree with the answer. I will also ask them to tell me why they chose that answer. (They have to back up their answers by giving me past simple verbs).

1. Now I will ask Ss you to underline all the verbs in the text 2. Now in your groups, write the simple past verbs in the following categories • + ed • + ied • +yed • +d • No “ed” added 3. Feedback • Then I will elicit reasons behind their choices of each verb in what category; (ask Ss to tell me why each verb went to that category).

1. Understanding Meaning: Task description: I will give Ss two different tables to match the words in sentences from column (A) to their meaning in column (B). One table has regular verbs while the other table has irregular verbs. Then I will ask Ss to identify in groups, which table has the regular verbs and which table has the irregular verbs. Task instructions: • In pairs, Match the words and sentences in column (A) with their meaning in column (B) 2. ICQ • Are you going to match the underlined words in the two tables? • Are you going to tell me if these verbs are regular or irregular? Feedback technique: I will then provide the answer key on the WB or on separate paper for each group to check their answers.

Understanding Pronunciation • Here, I will show the 3 different sounds of the past “ed” and elicit the stress position from students and the connected speech. • First, I will demonstrate an example for the 3 sounds and then elicit an example of the connected speech and then put students in groups to work out and figure out the positions of the stress, connected speech and which word belongs to which sound of the 3 different sounds: • Example words: Started, Lived, Worked. Task 1: match the verbs with their sounds Feedback: I will provide each group with the answer key to check their answers. Task 2: locate the stress. Feedback: I will provide each group with the answer key to check their answers. Task 3 – which sounds are connected. Example: 1. Started university • Reason: Linked, consonant before a vowel 2. He had two children • Assimilation Feedback: I will provide each group with the answer key to check their answers.

1. Understanding Form • Task 1: work in groups, I will tell Ss in every group to look at the examples below and tell me the grammar components that we need to make a sentence in the past simple. • Task instructions: Look at the example sentences: what 3 grammar things do we need to make this type of sentence 2. ICQs • Are you going to read the five sentences and write the grammar name for each category? • Are you going to check your answers with your group? Feedback: • Then I will provide the answer key by eliciting the answers on the WB for task 1. Task 2 – use the following past simple verbs to write sentences about yourself and discuss those sentences with your friend 1. Started 2. Finished 3. Lived in 4. Worked in 5. Wanted to Feedback: • I will nominate students to share their information they heard from their partner for task 2.

Task: Stand up and ask other students any questions using the following wh-questions and the following verbs in the past simple: 1. What - study 2. When - meet 3. Where - work