Warm-up (10 minutes):

Review & Greeting:

 Begin the lesson by briefly reviewing what was covered in the previous week's lesson. This could
involve recalling key vocabulary, grammar concepts, or activities. For example, if the last lesson
focused on hobbies, you might ask, "Can anyone remember what we learned about hobbies last
week?" or "Who can tell me a hobby they talked about?"
 Greet the students warmly to create a positive and inclusive atmosphere. Use friendly
expressions like "Good morning!" or "Hello, everyone! It's great to see you."

Quick Check-in:

After the review, ask each student individually, "How was your week?" This question serves multiple
purposes:

 It provides an opportunity for students to share a bit about their personal experiences,
encouraging them to use the past tense naturally.
 It allows you to assess their understanding and application of past tense. For example, students
might say, "It was good. I went to the park," or "I watched a movie at home."

Encourage brief responses, but be attentive to any details they share. If a student mentions an activity in
the past, acknowledge it positively. For instance, "Oh, you went to the park? That sounds like fun!"

Presentation (20 minutes):

Daily Routines - "My Day":

Begin by writing the phrase "My Day" on the board. This serves as the central theme for this part of the
lesson.

Brainstorming:

Ask the students, "What do you do in a typical day?" Encourage them to share different activities they
usually do during different parts of the day. As they mention activities, write key vocabulary on the
board. For example:

 Morning, afternoon, evening, sleep, work, school, eat, watch TV, etc.

This brainstorming session helps activate their prior knowledge and introduces vocabulary related to
daily routines.

Role-playing:
Divide the students into pairs and assign each pair a specific daily routine scenario, such as a morning
routine. Ask them to create a short role-play where they act out typical morning activities using the
vocabulary on the board. (wake up, brushing teeth, take a shower, have breakfast, Leaving for work,
commute to work, Arriving at work) (uyanmak, diş fırçalama, duş almak, kahvaltı etmek, İşe gitmek için
ayrılmak, işe gidip gelmek, işe varmak)

Encourage the use of gestures and basic phrases. For example:

 Student 1: "I wake up at 7 am."

 Student 2: "I brush my teeth and take a shower."

After the first role-play, have the students switch roles, allowing each student to practice both sides of
the conversation.

Controlled Practice (30 minutes):

Daily Routine Guessing Game:

One student describes their morning/afternoon/evening routine using past tense but without
mentioning the specific activity. For example, "In the morning, I woke up, went to the kitchen, and had a
meal."

The other student guesses the activity based on the description.

After the guess, the student who described the routine reveals the correct activity.

Roles switch, and the other student describes their routine while the first student guesses.

Conversation Practice:

Prepare prompts for questions about daily routines, such as "What time do you usually wake up?" or
"Do you eat breakfast at home?"

Students take turns asking and answering these questions. For example:

 Student A: "What do you usually do in the evening?"

 Student B: "In the evening, I watch TV and relax."
 Student B then asks Student A a different question.

Encourage students to elaborate on their answers and provide details about their routines.

Production (25 minutes):

Hobby Collage:
Ask students to name their hobbies, and write them on the board.

Briefly discuss different types of hobbies (sports, music, reading, etc.).

In pairs, students take turns using hand gestures or facial expressions to describe their hobbies without
speaking.

The other student guesses the hobby and then shares theirs using the same non-verbal communication.

Optional Writing:

If time allows, students can write a short paragraph about their typical day or favorite hobby.

Remind them to use past tense verbs and descriptive language.

Encourage creativity and details in their writing.