The teacher will give a student the paper sheet with the exercise 1 with sentences in Present Simple and will ask them to do them in Past Simple. He/she will do to test if they know something about the verb 'to be' in the Past Simple Tense, so it will be obvious what needs to beexplain more during grammar part of the lesson. Then he/she will write personal pronouns (singular – I, you, he/she/it; plural – we, you, they) and ask them to think of forms of the verb ‘to be’ for these pronouns in Past Simple. The students will discuss it in pairs. Then the teacher will write correct forms by discussing them with the learners.

The teacher will explain the meaning of the verb 'to be' in Past Simple (Simple Past) by writing examples on the WB (e.g. He was a student two years ago - He was a student a long time ago, two years ago, he is not now (it happened on the past), They were at the party yesterday (it happened yesterday, in the past)). For the better understanding the teacher will draw the time line to show when he was a student and when they went to the party. He/she will ask some CCQs like 'Is she a student now?', 'Did they go to party yesterday (in the past)?'Is two years ago in the past or future?' etc.

The teacher will explain the form by asking the students to help him/her to do the form scheme. The teacher will show two sentences (I was a student and They were at the party yesterday) and ask them to name the parts of speech/sentences. Then the teacher will explain different schemes by writing examples (e.g. subj. + was/were (to be in Past Simple) + an adjective (I was happy); subj. + was/were (to be in Past Simple) + a noun/noun phrase (We were students, It was a beautiful evening); subj. + was/were (to be in Past Simple) + an adverb (They were alone at this party yesterday); subj. + was/were (to be in Past Simple) + the prepositional phrase (We were in the living room). After that teacher will ask some CCQs like 'What do you need to use for he/I/we/they/it?', 'Do we put subject on the first place?', ' Do we put was/were after the subject?'

The teacher will start with drilling with the words was and were, than he/she will do back-chain drilling of some sentences (She was happy; They were together at the concert; I was a baby long time ago; It was a sunny day yestarday; We were happy about the plans).

The teacher will give the students the paper sheep with an exercise 2 to do, then they will check it in pairs and after that the teacher will write answers on the WB. The teacher will ask why the students wrote was or were in same cases.

The teacher will write some years on the WB (2014, 1999, 2000 and 1970s) and ask the students to say these years. The teacher will write their answers on the WB and if necessary correct mistakes. To say the decade 1970s the teacher will write a time line to explain what decade means. Then he/she with give the students the paper sheet with numbers (exercise 3) and ask them to work in pairs and say years and decades one by one. The teacher will monitor and write some common mistake.

The teacher will give the students the paper sheet with sentences (exercise 4) and ask them to read them. Then the learners will listen to these sentences and complete them. They will listen for 2 times. After the students finish this exercise they will check it as a whole class.

The teacher will give the students an exercise sheet with statements (Exercise 5). They need to read them, then to listen to the text and choose if they are true (T) or (F). Then they will check answers in pairs. Before giving the students an exercise the teacher will ask them some instruction questions like 'What do you need to do first/second?', 'Do you need to check your answers with your partner?'

The students are asked to work in pairs. They need to tell a short story about their childhood (like in the audio) to each other, using was and were. Everybody has 2 minitures for his/her story. The teacher will ask them ICQs like 'Are you working in pairs?', 'Are you going to tell about your friend or yourself?', 'How many minutes do you have?'. The teacher will monitor and write mistakes for the error correction part of the lesson.

The teacher will ask the students some questions to get the feedback (When do you need to use the Past Simple Tense - was/were?, What is the infinitive form of was/were?, How you can say 2010, 1952, 1960s (he/she will write years and decade on the WB)?). Then the teacher will write some common mistakes on the WB and try to make learners to correct them.