-ask the students "Do you want to learn something about me?" -open PPP(power point presentation) and tell them to look at the pictures of you -talk about your present by showing pictures from your life, enable the Ss to read the sentences in which the target language are underlined -show some different pictures which are about the teacher's past, talk about them -give a chance to the ss to see the target language(was/were/could) -for the last 2 or 3 photos, just show the pictures, give prompts and ask ss to tell sth about your life and make a sentence -pick up some of these sentences and write them on the board by highlighting the target language -drill the sentences chorally and individually with using back chain method

-distribute a hand-out to each student including 3 questions on it and give them 20 seconds to read and understand these questions 1)Where were you on Tuesday evening? 2)How was your exam yesterday? 3) Could you draw a picture when you were 4 years old? -tell them to work in pairs and ask these questions to each other by taking some notes -give enough time to talk -get feedback by asking randomly "What can you say about your partner?" -ss share what they have just learned about their partners

-explain the way of the activity before giving them hand-out which is folded -ask some ICQs; 1) do we complete the chart? 2) do we work alone or with a partner? -give enough time to complete the activity individually -let them check in pairs -monitor and take notes about their grammatical and pronunciation problems -write some of the mistakes on the board and elicit the correct ones -give positive feedback as well as negative -tell them to unfold the worksheet and check their answers

-after checking their answers, provide a listening for correct pronunciation -get them listen one by one, stop the recording after each question, drill it by using your finger to show the pronunciation of linking words -ask some CCQs to make sure that they get the target language correctly 1) Can I use "could" for today? 2) Can I use "was" for "he/she/it"? 3) Can I use "were" for plural subjects?

- The sentences that we write in stage 3 are still on the board. -after asking some CCQs to make sure that they get the meaning of past to be, highlight the form on the board by eliciting from the students -give a form for positive, negative and question sentences

-demo by sticking two colorful papers on the board -tell the ss to combine them to make a sentence by adding the target language (was/were/could) -write the correct sentence on the board and make sure that they get the idea of the activity -ask them to make a circle -show the cut-ups to the ss and tell the first person to make a sentence and tell it to the person next to him/her secretly(from ear to ear) -each student tells the sentence to the next one from ear to ear -the last person in the circle tells the sentence loudly and writes it on the board -this student changes his/her place and becomes the first person in the circle for the new sentence -this continues until all the ss becomes the first person who tells the sentence

-after finishing the first stage, for each sentence,ss are shown 2 pictures and supposed to combine them with using the target language (was/were/could) -this activity will be verbally

-regroup the ss by giving them letters A and B to enable them to work with different ss -tell them to work in pair, ask and answer the questions about the past -student A asks questions/ student B answers them -give enough time to practice -tell them to change their roles and practice the same activity to let them work on affirmative,negative and question forms of the target language -students B asks questions/ student A answers them -monitor for delayed feedback -give feedback, remodel and drill if necessary

-demo to enable them to get the idea of the activity -distribute a hand-out to each student including a chart which shows different times in the past (ex: at 10 this morning, at this time yesterday) -ss stand up,walk around the classroom,talk with their classmates by asking questions related with these times, write their names and answers in the chart -make sure that they don't write a full sentence -monitor and pick up good use and errors in pronunciation and grammar -let them take a seat -get whole class feedback by asking randomly to talk about their classmates and share what they have just learned -expect them to make a full sentence -error correction by eliciting the correct ones verbally

-the class is divided into two groups -a hand-out is given to the first group including 8 pictures on it which is actually the beginning of the story and they have cut-ups telling about the story -the second group is given a hand-out showing the end of the story and cut-ups related to these pictures -ss try to combine these cut-ups and make a sentence talking about the picture and stick it under the picture -they try to complete the story and underline the target language -when they are done, give answer key to check -stick the complete story on the board. -ss stand up and read the complete story -just show the picture one by one, they try to remember and retell the story orally