Before lesson, T draws a timeline at the top of the WB and labels "Now". T uses pics on WB to elicit relevant vocab from students, arranges pics in such a way that it is clear that a "journey" took place in the past. (See WB Plan) T models guessing a verb based on a picture (eg. "play") and gestures to sts to brainstorm about what verbs they can use in these pictures in pairs. T elicits vocab from sts and uses miming/gestures to elicit further words if necessary. Where vocab cannot be elicited, T pre-teaches vocab and gives MFP for key words. T may choose the do drilling for certain vocabulary. After placing pics, T elicits "past" from students by indicating "Now" and using model sentence "Now, I am in Istanbul" and asking "What about before?" T asks CCQs to clarify past: Did this happen before or after now? Before. Is the past today? No.

T points to the picture of Izmir, and asks, "Am I in Izmir now?" elicits from students "No, you were in Izmir in the past/in 2010/last year/etc" T gestures to pic of regular verb (eg. play backgammon, live in Izmir) and elicits from sts the verb. T elicits from sts how to make a sentence about the past using reg verbs (repeats using a few different verbs): (2min) {play, live, travel, want, visit, walk, like, love} T provides form by writing model sentence on WB. (boxes V2 with different color and writes "S + verb + ed" above model sentence on board) T circles "verb + ed" in different color, tries to elicit V2, (if sts cannot provide, T will introduce: "We call this V2. V2 is the past tense verb."

T chests reading HO (given to them during lesson 1) and gestures scanning to find -ed verbs. S work in pairs to find and underline verbs in text. (2 min) T elicits examples from sts to check answers.

T models sentence aloud, gestures to students to repeat. T does drilling with a few different model sentences, breaking down into phonemes and smaller pieces as necessary for sts production. T will use varying patterns for drilling including: boys/girls, left/right, open pairs, indiv, WC. If a st is doing very well T may choose to have them model for WC and WC repeat.

T chests HO, modeling writing to the correct verb in the blank space. T does one model for regular verbs T indicates to students that they must not turn over paper. Sts complete HO in pairs (2 min). T elicits answers from sts to check.

T gestures to irregular verb pic (eg. flew to Izmir, bought a map) and elicits from sts the verb. If students can provide V1 form, T tries to elicit V2 buy asking "Did I fly to Izmir today?//Did I buy a map today? No. How can we say this in the past?" T may also begin spelling the word to aid in eliciting. T repeats this process until a few different verbs have been elicited. Irregular verbs: fly, drive, buy, go, left, have, get, meet T asks sts to brainstorm some sentences using these verbs in pairs (2 min). T elicits model sentences from the sts and writes 3 on WB (boxing V2 in a different color): (I flew to Izmir, I went to Ephesus, I bought a map.) T elicits from sts whether these verbs are the "same or different" (different.) and is there a rule? (no.) --> we call these irregular words because they are all different, they don't use "ed" T does drilling to practice pronunciation of irregular verb examples. (Final sentence for regular drilling should be something with "went")

T chests reading HO (given to them during lesson 1) and gestures scanning to find irregular verbs. Models by miming underlining 1st example. S work in pairs to find and underline verbs in text. (2 min) T elicits examples from sts to check answers.

T chests HO, modeling writing to the correct verb in the blank space. T indicates to students to turn over paper. Sts complete HO in pairs (2 min). T elicits answers from sts to check.

T introduces substitution drilling by modeling sentence with new verb/object (after modeling, T writes new options in list on WB), elicits what is different about the sentences. T says new word (eg. travel) and then full sentence to model activity. T asks indiv sts and then has sts ask each other. (open pairs, then maybe closed pairs). "I went to Izmir" --> "I travelled to Izmir" Verbs to use: go, travel, fly, drive "You bought a map" --> "You got a map" Verbs to use: buy, get, have Objects to use: map, car, ticket After sts practice a few in pairs, T does ECFB: (Possible errors: non-collocations, "I played Izmir", "I visited to Izmir", "You got map")

T splits the sts into 2/3 groups by giving each student an animal (bird, tiger, monkey) and gesturing to where each animal should form a group. T draws 2 categories on WB, "Regular" and "Irregular". T models putting a verb paper in the right category. T distributes a portion of the full list of verbs to each group. Sts discuss how to categorize their verbs with their group and then stick them in the correct place on WB. (4min) Sts check each other's work, making sure all verbs are correctly categorized. T does quick ECFB if necessary but avoids going over every answer unless there is a problem.

Now that the verbs are all on the WB (T may choose to rearrange them slightly), T organizes the sts into 2 teams (may be same as previous groups or may split this time using colors) and has the sts stand in 2 lines facing WB. T says V1 and models choosing the V2 form from WB. Sts will play 2 at a time, earning points for their team. (5-7 min) T congratulates winning team and gestures to sts to sit down in their seats (keeping the verbs they chose with them).

T models using a paper with V2 and creating a sentence (eg. flew --> "We flew in an airplane."//"I flew to Istanbul") Sts write a sentence (PW or individually) and check with a partner. T elicits a few sentences from sts to spot check. Sts work in groups to make stories about a journey by combining their sentences/verbs. They may also use other verbs that they know. Sts should write their stories down. At the very end, T does ECFB. (IF TIME) A few st volunteers share their stories with WC OR Sts stick their stories on walls around the room, rotate between them reading what their peers wrote and correcting them.