The students will be divided into two groups. The teacher, first, will draw some boxes on WB. Then, the teacher will give some playing cards to the students. The playing cards are about present and past forms of regular and irregular verbs taken from page 63 of the Cutting Edge Third Edition Elementary Students' Book. First, they will sort and match the regular verbs into the boxes. If any, the teacher will correct the mistakes by eliciting them from the students. After that, the teacher will elicit the rule about regular verbs ("We add '-ed' to the infinitive.") and will write it on WB. Then, the students will sort and match the irregular verbs into the boxes. After that, the teacher will give a verb list to the students. The students will compare their matches by using the list. Finally, the teacher will drill the verbs and show the stress on them.

The students will be divided into pairs. The teacher will give the handout to the students. The teacher will ask the students to look at the sentences a-d and answer the questions in Exercise 1. There are two questions: "Which sentences are about Ben Silbermann's life now?" and "Which sentences are about his life in the past?". There are four sentences and two of them (a, d) are about his life now, and the rest of them (b, c) are about his life in the past. The students' answers will be checked as a class and the teacher will write the answers on WB.

The students will be divided into two groups. The teacher will give a blank page to the students. The students will be asked to make correct past sentences about Ben Silbermann's life using the prompts in Practice 1a. They will write down the sentences on the blank pages. They need to make the sentences in five minutes. After they finish, the teacher will ask the students to come to WB individually. Each student will write a sentence on WB.

The students will be divided into pairs. They will be asked to look at their sentences carefully. After a minute, the teacher will clean the whiteboard and ask the students to turn over their handouts and pages. The teacher will ask the students to talk to their partners about Ben Silbermann's life. When the students talk about his life, the teacher will monitor them and take some notes if they make mistakes. Also, the teacher will warn the students if they speak Turkish or try to cheat by looking at their pages.

The students will individually write down five sentences about their own lives on their pages in two minutes. After that, the teacher will divide the students into pairs. The teacher will ask the students to turn over their pages. Then, the students will start talking to each other about themselves. When the students talk about their own lives, the teacher will monitor them and take some notes if they make mistakes. Also, the teacher will warn the students if they speak Turkish or try to cheat by looking at their pages.

The students will be divided into pairs. The teacher will give a worksheet on which there are fifteen verbs to the students. After that, the teacher will write the first two examples ("worked" and "studied") on WB. Then, the teacher will play the first two verbs and get the students to count the number of syllables and mark these on WB. After that, the teacher will play the recording 7.3 and the students will count the syllables. The teacher will stop the recording after each verb. After the students finish listening to the recording, the teacher will ask them to come to WB individually and write down the number of syllables. Finally, the teacher will write the verbs "wanted", "waited", "needed" and "decided" on WB, underline the /t/ and /d/ sounds and highlight that this is the only case in which people pronounce an extra syllable in simple past tense.

The students will listen to eight pairs of sentences. The teacher will play the recording 7.4 and do the first two sentences with the whole class. Then, the teacher will play the recording and the students will try to guess which sentence is in simple past tense. After each pair, the teacher will pause the recording, and ask a student to come to WB and to write "a" or "b" to indicate which sentence they hear is in simple past tense.

(This stage will be done if there is enough time.) The students will be divided into pairs. The teacher will give a worksheet on which there are ten sentences to the students. There are two types of this worksheet: Worksheet A which is about Grace Hopper and Worksheet B which is about Steve Jobs. The students will fill in the gaps in five minutes. During the stage, the teacher will monitor the students and take notes if they make mistakes. After that, the teacher will ask the students to give correct answers and will write them on WB.

(This stage will be done if there is enough time.) The teacher will change the pairs. The students will turn over their worksheets. They will start talking to each other about their person. During the stage, the teacher will monitor the students and take notes if they make mistakes.

The teacher will correct the students' mistakes by using his notes. The teacher will not reveal any names. The mistakes will be corrected by using the whiteboard. For example, if a student says "I was borned in 1995." during a stage, the teacher will write two sentences like "I was borned in 1995." and "I was born in 1995." on WB and ask the students to find the correct sentence.