T starts asking students what was your favorite story when you were a kid? Then says mine was Cinderella. T divides students into pairs and distribute them mixed pictures taken from Cinderella and asks them to put the pictures into the correct order in 2 minutes. Students hang pictures in the correct order on the board.

T asks some questions about the story which will lead the students to use the new structure and T writes the sentences which include both Simple Past and Past Perfect Tense on the board.

T draws a timeline on the board below the sentences already written. T explains the students that both actions happened in the past but one of them happened earlier, and the students will find the 1st and 2nd actions. Past perfect is used to talk about finished actions that happened before a certain time in the past. Then T elicits the form and practices pronunciation with Ss. S + had + past participle (verb3) + O S + had not + past participle (verb3) + O Had + S + past participle (verb3) + O?

T focuses on the exercises for 12A on p.149. Students do them individually or in pairs. T checks answers and gets Ss to read the full sentences. Part a 1G 2D 3 A 4 F 5E 6 B Part b 1 didn’t recognize, had changed 2 phoned, had left 3 turned on, had already finished 4 didn’t lend, hadn't watched 5 had closed, arrived 6 got, had broken 7 had stopped, left

T asks students to complete the following sentences in their own words by using the past perfect structure. 1. When l got to the check-in desk l suddenly realized that... 2. When we arrived back from our holiday we found that... 3. When the film started I realized immediately that... 4. I couldn't answer any of the exam questions because…. 5. We spent 20 minutes in the car park looking for the car because we couldn't remember… T puts Ss in pairs and get them to compare their sentences with a partner. T gets some Ss to read their sentences to the class. Possible completions 1 I’d left my passport at home. 2 all our plants had died. 3 I’d already seen it. 4 hadn't studied. 5 where we had parked.

T puts Ss in pairs, A and B (A on p.104, B on p.109.), and get them to sit face-to- face if possible. Then T goes through the instructions and make sure Ss understand what they have to do. T gives Ss time to think of verbs that could go into the sentences. T monitors while Ss are doing the activity, and encourages them to say the sentences with the right rhythm. If time: Students will play board game to practice Past Perfect structure.