Ask a few questions to link the lesson to the previous one and help Ss to recall the dialogue they had previously analyzed: "Did you have a break?" (yes, we did). "With Melis, did you listen to a dialogue?" (yes, we did). "Did Walter and Thelma remember the tickets?" (yes, they did). Did they remember the passports? (no, they didn't).

Show Ss the script of dialogue (1.78). Elicit one example of past simple e.g. "did you turn off?". Tell Ss to circle all the past simple verbs in the text (12 in total). Give them only the first page of the handout. Monitor & prompt. Allow peer-check. Get early finishers to mark the verbs on the board (more than one S at a time).

Give instructions supported by examples for the exercises on p. 2 of the the handout. First they put the circled past simple verbs in the chart dividing them in + affirmative (6) / - negative / (3) ? question (2). Allow peer-check, get FB to write answers on w/b. Ss do ex. number 3. (affirmative past simple). Peer check & FB. Highlight the rule to form the past simple of regular verbs (we add -ed) Ss do ex. 4. (questions). Peer-check. During FB highlight the rule: we use "did" before the subject (I, you, they). Ss. do ex. 5. Peer-check. During FB highlight the rule: we use "didn't" after the subject and before the verb. Elicit that we can also use "did not" (more formal). Pronunciation 1) Give instructions while pointing at the slide on the w/b: in which group do we pronounce -ed as an extra sound /ɪd/? Play the recording. Ss listen and circle A or B. Allow time for peer-check, then check answers. 2) Tell Ss to complete the rule. Check answer and provide clarification if needed. Underline the "t" and "d" in wanted and ended. 3) Play the recording again or say the verbs (packed, opened, watched). Ss do the ex. peer-check, check answers. Blank out the projector, model and drill. 4) Give instructions for ex. 4. Give an example using one of the previous verbs (e.g. wanted). Ss do it in pairs. Monitor & prompt. Then play the recording and elicit answers, writing them on the board.

Give instructions with an example for controlled practice 1 (gap filling). Ss do it in pairs. Monitor & prompt. After peer-check get FB on w/b. Use the same procedure for controlled practice 2 (question formation and short answers). During FB try to encourage self-correction (fingers, intonation, choices).

Show Ss the slide for the mingle activity on the w/b. Give a demo. Give handouts. Get them to stand up and carry out the activity. While monitoring take notes of TL errors. Prompt if necessary. Provide delayed language FB on the w/b encouraging self-correction.