The teacher divides the board into two, writes Usually at the top of one section and Yesterday on the top of the second. The teacher writes some typical daily activities in the 'Usually' section and some similar statements but the past tense form in the 'Yesterday' section. Usually Yesterday I get up at 7 am I got up at 9 am I have a shower at 7.15 am I had a shower at 9.30 am For breakfast, I eat toast and drink tea I ate cornflakes, and drank coffee I go to work by car I went to work by car I arrive at work at 8.45 am I arrived at work at 8.45 am In the evening I watch TV for one hour I watched a movie The teacher then asks students to work in pairs and to tell their partners about their previous day’s activities.

The teacher plays the recording for the students to hear the text, then asks various students to read the text. The teacher asks students to guess what is the tense being used in the text (past simple tense). The teacher asks students (in pairs) to discuss what do they know about past simple tense. The teacher allows various pairs to explain what they have discussed together, in front of the whole class, the teacher monitors the students' discussion.

The teacher reads the theory box aloud and draws the students' attention to the negative and the interrogative form and the short answer of the past simple tense. The teacher asks students to highlight the form of the tense. The teacher then elicits how the past simple is formed for regular verbs in the affirmative (by adding suffixes -d / -ed / -ied to the end of the main verb); the negative ( by adding didn't or did not = the main verb without ed) and the interrogative ( did = subject pronoun = main verb without suffixes)

Backward day (Activity 1) The teacher asks students to answer the question written on the whiteboard (What did you do yesterday?)but students should order the events backward. For example, I went to sleep, I read my book, I went to bed, I cleaned my teeth, I drank some cocoa, etc. The teacher puts students in pairs and challenges them to tell their partners about their backward day. The teacher monitors the students and corrects their mistakes on the spot.

The teacher goes through the verb list in the coursebook and picks some of the verbs to write on the board. (decide - disappear- wonder - turn - swallow - try - push - grab - pull - run - can - hear - go - be- pass - look - feel - start - leave ) The teacher identifies the synonyms of the verbs that students don't know. The teacher asks students (in groups) to write the past of the verbs on a paper, then students stick the papers with their names on the board. The teacher checks the papers and corrects the students' mistakes.

The teacher draws a table of three columns for /t/, /d/, and /Id/, and asks students to work in groups, The teacher plays the recording for the students, with the verbs in the past tense, and asks students to guess which verb ends with which sound. The teacher allows students some time to complete the task then asks them to write their answers on paper. The teacher monitors the students and helps anyone who needs help.

The teacher asks students to individually write a paragraph of 8 sentences about their last week. The teacher allows students some time to write the paragraphs The teacher asks some students to read their paragraphs in front of the class to practice reading skills also.