T asks comprehension questions about the listening they had just listened. T asks the following questions and elicits answers. Elaborate on answers and asks more questions if needed. Clarify any points that you think students didn't understand/misunderstood. Where were they going? What things did they pack? What things did they forget to pack? Where are Mr and Mrs Thompson now; are they on holiday?

After eliciting answers, T writes down the model examples on the board. After writing them down and underlining simple past forms, T asks concept checking questions. They packed their suitcases. She turned off the computer. They didn't take Ipod. Concept Checking Questions: Is it now or in the past? (past) Is it finished or still continuing? (finished) After eliciting answers, T gives out a handout and asks students to underline any simple past forms they see. T gives 2 mins and after that, students pair check before the whole class feedback.

T asks "where is the verb? subject? object? What do we add to the verb to make it simple past?(-ed) Elicit next sentence. Repeat the same questions for the positive sentences. For negative sentences, T asks "Where is the subject and object? Where is the verb? (didn't take) Do we add something to the verb?(no) We have "didn't" and we don't add anything else. T writes down didn't+v1 to the board. T repeats the questions for the other sentences. For question form, T asks "Where s the subject and verb?" T underlines "did" at the beginning of the sentence and ask where is "did"?(beginning)? Do we add something to the verb?(no).

T writes down the regular verbs on the board. -wanted, remembered, turned, visited. T pronounces the words paying attention to - ed, whole class repeats and sts individually repeats. T writes down the negative forms on the board.- didn't take, didn't know, didn't remember T pronounces the words highlighting the stress, repeats the words, make sts repeat individually. T writes down the questions form. -Did you take it? No, I didn't. -Did you turn off the lights? Yes I did. T highlights the rising intonation and repeats the sentences. T makes sts repeats individually.

T asks sts to complete ex. 1 on pg. 57. After giving instructions, T asks instruction checking questions. T gives 4-5 mins to complete the gap-fill. "What are we using?" (simple past) "Which forms are we using?" (positive and negative) Students peer check before whole class feedback. T monitors and helps if needed. T elicits answers from the whole class.

T draws a suitcase on the board and asks what it is. T asks students "If I put something in it, then I ....." to elicit pack from students. T tells students that they are going to pack 5 things for holiday. T asks students write 5 things they want to pack. T gives 1 minute to the students. After they have finished, T pairs the student. T says "Now, ask your partner did you pack...? and write down what your friend packed. use short answer." T makes demonstration with one of the students. T asks icqs. What do we ask for? (things to be packed) How do we ask?(did... pack...) T gives them 3 mins. After one of the groups finished, T swaps the groups.

T asks students to make questions with the verbs in ex 3 on pg 57. T makes an example with one of the students. T gives 4 minutes and monitors. T gives feedback about any language errors at the end.

T writes down last year/travel by plane/ on the board. T asks students to ask her questions about these sentences. Sts come up with the questions and they write down the questions. In pairs, they ask these questions to each other. T monitors and gives language feedback at the end.