As the context of the previous lesson will be used in this lesson, T will begin the lesson by asking some questions about Nick Campbell. Then, T will draw the diagram of Nick Campbell's route on the board. Students will work in pairs, each pair will be given handouts with three questions about his route and they will answer them according to the diagram. FB: T will elicit the answers and check them on the board by asking CCQs to lead in case students cannot come up with the correct answers : "Where did he buy his motorbike? Where did his motorbike break down?

T will hand out worksheets to the pairs of students about Nick Campbell. In the worksheets, there will be questions about the events happened in Nick's story. The events will be given and the names of the cities will be asked to the students. Ss will write their answers on their sheets and then discuss with another partner if their answers are the same. T will write the answers on the board by eliciting from the students.

T will get ss' attention to the different tense usage in the sentences and try to elicit the reason for this from students. Following this, they will concentrate on the events happened in Miami. T will ask CCQs to lead the students to the correct answer :"Which events happened in the past? "Which events happened earlier?"

T will choose two sentences -one in past simple and the other in past perfect- from the previous exercise and write them on the board. Students will try to put them in the correct order on a timeline T will draw on the board. T will ask CCQs to elicit the difference between the tenses from the students such as "When did the actions happen? In the past, present or future? In the past." "Which one happened earlier? the one in past simple or the other? the other one." T will also clarify the difference between the tenses with "after", "before", "when", "because" and "by the time" on the board. After clarifying the time difference with the help of the students, they will focus on the form of the tense showing the auxiliary and main verb (past participle) and short form of "had" . T will also emphasize that the form of the auxiliary or the main verb does not change according to the subjects. They are always the same. T elicits the negative and question forms of the past simple from the students. As for the pronunciation, students will be led to use the short form of "had" as it is more natural. T will show the stress on a sentence on the board, model and drill.

Students will be given some cards with halves of the sentences on them. They will work in pairs and match the given halves to make sentences in past perfect. By doing so, they will make a story about Michael's journey. FB: T will give them answer sheets to check their answers.

Students will be given handouts to fill in the blanks with the past simple or past perfect with their partners. They will check the answers from an answer sheet.

Students will be given the first parts of the sentences and they will complete the other halves on their own. T will let them share their sentences with their partners by working in groups of three. Then, some of the ideas will be shared with whole class and feedback will be given to correct errors.

At this stage students will be asked to talk about their journeys shortly with their partners. They will be asked to use past simple and past perfect tense.