T will start the lesson by telling a funny and interesting story about his childhood. He will try to use past simple, continuous, and perfect to narrate the story.

T will hand out the written description of the same story and draw Ss' attention to past perfect verbs underlined and ask what they are and why they are used that way.

Moving on to exercise 2 of the lesson, T will ask CCQs to clarify the meaning of past perfect and how it differs from past simple. Then he will elicit the form of past perfect from the Ss and write it on the WB. Finally, he will check out the pronunciation of the sentence in which past perfect has been used.

In this step, having clarified the concept and form of past perfect, T will ask Ss to match the clauses with subordinators to make complex sentences. This will be in the form of groups works where groups members try to figure out the cut-ups to make meaning sentences. T will put up the answer key on the walls and Ss will go to check out their answers.

In this stage of lesson, pairs of Ss will do a rewriting exercise where they change past perfect sentences to past simple. Then T will give FB to the pairs.

In this stage, Ss will write a paragraph about their terrible or good childhood memory. They do it individually first and then the peers will check their writings. T will also walk around to provide help when needed.