T starts the class by writing the question "What did you do yesterday after you finished the course? Ss work in pairs to tell each others about what did the do after they finished the class yesterday? (e.g. i had lunch) T elicits some answers and write them on the board.

T gives ss the article they read with Tatiana in the lesson before. T asks the ss to work in pairs and they have 30 seconds to underline all the verbs they can see in the article. T elicits some examples for regular form and some for irregular. writes them in separate columns.

T draws a timeline and asks the students -When did they start the journey? (2006) -Did they buy the Tuk-Tuk in the past or the present? (past) - Are they in Bangkok now?(no) T points out that we use the past simple to say that something happened and finished in the past. T elicits the difference between( regular and irregular) to check whether ss know the difference or not. Then clarify the difference. (we use -ed/ -d/ -ied) to create a simple past regular verb and there are no exact rules for irregular verbs. (e.g.see-saw)

T gives ss a HO. T asks ss to work individually to finish the task( find the regular and irregular forms of the verbs). ICQs:- Are you going to work on your own? (yes) -Are you finding the regular or the irregular forms? (both regular and irregular) Ss work in pairs to check their answers. T monitors and provide support if needed. T gets WCFB, elicits some of the answers (love-loved, work-worked, start-started) to help with the next stage.

T asks ss to read the three verbs on the WB (worked, loved,started) , T tries to check if ss notice the difference by asking..(Are they regular or irregular verbs?)(what is the difference between the three verbs?)(different pronunciation for -ed) T points out that we pronounce the -ed ending as /t/ when the final sound is voiceless (e.g.work-ed). /d/ when -ed follows a voiced sound (love-d) and we pronounce it as /id/ if the verb ends with /t/ or /d/ T asks students to work in pairs to add more examples from the previous activity. T elicits ss examples. T drills all examples (individually,groups, WC).

T gives ss the HO of ex.8 page 71. Asks ss to read the article about Mark Beaumont's journey. Ss work alone to fill in the gaps with the correct past simple form of the verbs in brackets. T monitors and offers support if needed (weak ss might struggle with the irregular forms of the verbs and they might need a list of the irregular form to help them finish the exercise) Ss work in pairs for peer checking. T monitors pair work. T elicit answers and correct errors if needed.

T shows the students a picture of a person who looks shocked. T tells them that his name is George. T asks ss what do they think George's story is? ss work in pairs to guess some simple words about what do they think the story is about.. T elicits some guesses and write them on the board. T change pairs by giving some students the base form and others the past simple form of the the same verbs(ss find their partners) T shows an example first. T give ss chunks of George's story each pair has to make three sentences together. ss work together. Each pair go in order to say their sentences. The goal is to finish the story at the last pair. Are you going to listen or write?(write) Are you working with alone or with your partner? (with partner) What is the story about? (about what happened to George) What do we need to write? (sentences) T monitors while ss are working. T corrects errors on the board after they finish telling the story.